I g Property of State of New Jersey 

1^ ir* Not to be Taken Permanently from Schoolroom 

5 AS 

State of New Jersey 
Department of Public Instruction 

T.renton 
High School Series — Number 1 



A MANUAL FOR 
HIGH SCHOOLS 




Revised Edition 



June Nineteen Seventeen 




^^7 



State of New Jersey 
Department of Public Instruction 

Trenton 
High School Series — Number 1 



A MANUAL FOR 
HIGH SCHOOLS 




Revised Edition 
June Nineteen Seventeen 



UNION HILL, N. T. 
HUDSON PRINTING COMPANY 






D. of D. 

MAR 5 1918 



CONTENTS 



PAGE 

Foreword 3 

Extracts from school law and rules of State Board of 

Education 5 

Power of State Board of Education 5 

Rules for approval 5 

Rules regarding credit for work done in summer high 

schools 8 

Apportionment of money 8 

Rules relating to transportation 10 

Procedure of county superintendents 10 

Report of transported pupils 11 

Terminology ." ii 

The intermediate school 14 

Teachers certificates 15 

New and former rules compared 17 

What is involved in the approval of high schools 18 

Admission and graduation 22 

Adjustment of pupils within the high school 23 

Groups of pupils 26 

Viewpoint of the cosmopolitan high school 27 

Suggested basis for curricula 31 

Subject content of groups A and B 33 

Subject content of group C 35 

Curriculum of a small school 36 

Program of studies for a small high school without special 

reference to college preparation 40 

General curricula ^ _ 42 

Without a foreign language 43 

With one foreign language 44 

Analysis of curriculum 1 45 



PAGE 

Curricula of a small school 46 

Curricula with agricultural and homeniaking appli- 
cations 47 

Business curriculum 48 

College preparator}^ curricula 49 

Household arts curriculum 50 

Teachers meetings 50 

School records 51 

High school graduates in their relation to 

A. State normal schools 57 

B . Teachers certificates 60 

C. Law 60 

D. Medicine 61 

E. Osteopathy 63 

F. Dentistry 63 

G. Certified public accountancy 63 

H. Veterinary medicine and surgery 64 

I, Optometry 64 

J. Chiropody 64 

K. Pharmacy 65 

L. Registered nurse 65 

Qualifying academic certificates 65 

School libraries 72 

Social and literary activities 75 

Rules and regulations for athletics 76 

Suggestions regarding high school graduation exercises 78 

Bibliographv 83 

Teachers associations 85 



FOREWORD 



The recent growth of high schools in New Jersey, as well as else- 
where, has been rapid, almost phenomenal. 

Ten years ago the number of approved high schools in the State 
was sixty-seven. Now there are one hundred and thirty-six such 
schools. 

The number of pupils enrolled in the high schools in 1906 was 
14,690. The number this year is upwards of 50,000. 

At present, one in every fifty-eight persons in the State is a high 
school pupil. Ten years ago one in every one hundred and fifty 
persons in the State was a high school pupil. 

These facts indicate the growing importance of the high school in 
the educational system of the State. They also point to the necessity 
of intelligence and effort on the part of State and local authorities 
to make the high school a more useful institution. 

To make it more useful, the range of studies or activities should 
be diversified enough to meet the varying needs of the youth of the 
State who have completed the work of the elementary grades. These 
needs are so general that they include social, civic and industrial 
aims. 

In a word, the high school should be attractive to an increasing 
number of boys and girls, and to their parents, because it offers not 
nierely preparation for higher institutions but also preparation for 
more successful living. 

The improvement of the high school involves a bnsideration of 
teachers, courses of study and organization. It also involves clear- 
ness of ideals and resoluteness in attempting to reach those ideals. 
It is not to be forgotten that whatever is taught in the high school 
should be so taught as to quicken and stimulate the intellectual life 
of the pupil. 



The State appropriates to each local community a considerable 
proportion of the salary of each high school teacher, provided the 
high school meets certain standards. 

These are some of the reasons why it is desirable to issue a 
revision of this Manual for the use of school officials, boards of 
education, superintendents of schools and principals. The Manual 
should also be of considerable value to the public, and obviously to 
teachers. 

In this revision the following are among the subjects which did 
not appear in the first edition: What is involved in the approval 
of a high school; Admission and graduation; The adjustment of 
pupils in the high school ; Records and reports ; Qualifying academic 
certificates; Athletics; Social and debating activities. 

The standardizing of the high school should not go so far as to 
discourage local initiative and responsibility. Accordingly, no at- 
tempt is made to prescribe a "minimum course of study" for any 
class of schools. It is strongly believed that in a state so varied as 
New Jersey uniformity of high school curricula would be unfortu- 
nate, if not impracticable. Nevertheless, certain general principles 
are presented which should govern the making of high school cur- 
ricula. Numerous concrete examples are given to illustrate the 
principles. 

The rules governing State approval of high schools are restated, 
and in some particulars revised. 

The relation of the high school to other institutions and to the 
professions is clearly and definitely presented. 

To prepare a manual comprehensive enough to meet the needs of 
the high schools of the State has been no small undertaking. To 
Mr, A. B. Meredith, Assistant Commissioner in charge of Sec- 
ondary Education, is due the credit for the preparation of the 
manual. ..n this work he has had the advice and cooperation of 
several high school principals and teachers in the State. 
Respectfully 

C. N. Kendall 

Commissioner of Education 



A MANUAL FOR HIGH SCHOOLS 



EXTRACTS FROM THE SCHOOL LAW AND THE RULES OF THE 
STATE BOARD OF EDUCATION 

POWEK OP STATE BOABD OF EDUCATION 

Public Lmv3 1916, Chapter 67 

The State Board of Education shall have power ... To 
withhold or withdraw its approval of any secondary school when- 
ever in its opinion its academic work, location or enrollment and per 
capita cost of maintenance shall not warrant its establishment or 
continuance. 

RULES FOR APPROVAL 

State Board of EdiuMtion 

1. Those schools shall be classed as high schools which require 
for admission the successful completion of eight years of graded 
preacademic work, or its equivalent. (See note i.) 

2. High schools that fully meet the standards set by the State 
Board of Education shall be classed as "Approved High Schools." 

3. In order to be approved, a high school must meet the following 
conditions : 

a. All the regular curricula must cover four full years 
of school work, and must be approved by the State Board of 
Education. 

h. The teaching and equipment must be approved by the 
State Board of Education, but such approvr will not be 
granted unless three years of high school work are in actual 
operation. 

c. The teaching force must be adequate in number, and 
shall, in every case, consist of at least three teachers, each 
of whom shall be engaged exclusively in high school work. 



d. Diplomas shall be granted only to pupils who shall 
have completed a full four-year curriculum, aggregating at 
least 76 academic counts, of which four shall be for the 
prescribed course in physical training. Counts shall be reck- 
oned in accordance with the number of prepared recitations a 
week of a school year of at least 38 weeks, and the recitation 
periods shall average at least 40 minutes in length. 

Two periods of manual activities, of laboratory work, or 
of unprepared recitations shall be reckoned as equivalent to 
one period of prepared class work. 

Chorus singing cannot be counted toward the minimum 
of 76 counts required for a diploma. (See note 2.) 

e. All diplomas shall state the number of academic counts 
acquired by the holder and the subjects in which they were 
obtained. 

/. The building must be adequate, providing suitable ac- 
commodations for study, recitations and laboratory work, 
and for all other school activities provided for in the pro- 
gram of studies. 

g. The equipment, including the library and the appli- 
ances for teaching science, must be sufficiently varied and 
complete to meet the educational requirements demanded for 
efficient instruction in the different subjects offered. 

h. The building, including the outhouses, must be kept 
clean, sanitary and in good order. The school grounds must 
present a tidy appearance. 
4. Whenever in a district three years of high school work are 
maintained, wherein each curriculum aggregates at least 57 aca- 
demic counts of the 76 as prescribed and defined for the diplomas 
of an "Approved High School," such a school will be registered 
as a "Partial High School," in case it meets in addition the follow- 
ing conditions : 



Note 1. The term "equivalent" covers cases of rapid promotion through 
the elementary grades, assuming that those promotions have been made 
in the interests of the child involved, and with due regard to the fact 
that maturity of development is one of the essential factors in successful 
high gchool work. 



a. All the regular curricula must be approved by the State 
Board of Education. 

b. The teaching and equipment must be approved by the 
State Board of Education, but said approval will not be 
granted unless at least two years of high school work are in 
actual operation. 

c. The teaching force must be adequate in number, and 
shall consist in every case of at least two teachers, each of 
whom shall be engaged exclusively in high school work. 

d. The building must be adequate, providing suitable ac- 
commodations for study, recitations and laboratory work, 
and for all other school activities provided for in the program 
of studies. 

e. The equipment, including the library and the appliances 
for teaching science, must be sufficiently varied and complete 
to meet the educational requirements demanded for efficient 
instruction in the different subjects offered. 

/. The building, including the outhouses, must be kept 
clean, sanitary and in good order. The school grounds must 
present a tidy appearance. 

5. Certificates for work done may be granted by a local board of 
education to pupils who have not completed a full four-year high 
school curriculum, but such certificates shall not be granted as di- 
plomas, and must in each case state the number of academic counts 
secured by the holder, and the subjects in which they are obtained, 
and the time taken to secure the same. Holders of such certificates 
shall not be ranked as graduates. 

6. In each high school there shall be posted in a conspicuous 
place, for public examination, a copy of the approved curricula of 
the school, together with the rules governing the operation of the 



Note 2. The fact that chorus singing cannot be counted toward the 
minimum of 76 academic counts, necessary for the approval, is not to be 
taken as in any sense minimizing the value of the study of vocal music 
in high schools. Wherever opportunities for systematized instruction in 
this subject is possible, it should be included in the program of studies 
and given academic counts. 



KULKS REGABDENG CKEDIT TOWARD HIGH SCHOOL DIPLOMAS FOR WORK 
DONE IN APPROVED SUMMER HIGH SCHOOLS 

State Board of Education 

1. The rules for the approval of high schools organized on the 
basis of 38 weeks of work apply in general to summer high schools. 

2. Teachers in summer high schools must possess legal certificates 
covering the particular subjects taught. 

3. No pupil shall carry more than one advanced subject, i. e., 
such a subject as he would begin in a regular high school, or for 
which he has already received credit for a half-year's work. 

4. To receive credit for an advanced subject, a pupil must have 
passed said subject after recitations in the summer high school in 
periods aggregating not less than '60 sixty-minute hours, provided 
that no recitation period shall be less than forty minutes in length, 
and provided further that the subject passed in the summer high 
school is continued for at least half a year and successfully passed 
in the regular high school, unless the summer high school work 
covers the last half of a year's work in that subject. 

5. All records of work done in summer high schools to be applied 
toward qualifying certificates must be under seal or affidavit and 
upon forms furnished by the Commissioner of Education. 

APPORTIONaiENT OF MONEY 

Public Laws 1917, Chapter 112 

The said county superintendent of schools shall . . . appor- 
tion to the several school districts of said county the State school 



Note 3. High schools maintaining curricula which differ in scope and 
in the term or time required for their completion shall be classified for 
apportionment in accordance with their shortest curriculum. 

Note 4. Whenever a school is approved or registered, it is for a definite 
group of curricula, and for specified rules regarding administration and 
graduation. 

Note 5. Any changes in curricula or in the conditions governing the 
granting of diplomas must be submitted to the State Board of Education 
for reapproval. 

Note 6. The State Board of Education approves, but does not prescribe 
curricula. 



moneys, and the interest of the surplus revenue in the following 
manner. . . . 

(c) The sum of four hundred dollars for each assistant superin- 
tendent and supervisor, other than the supervising principal, em- 
ployed in the district, and each permanent teacher employed in a 
high school or high school department having a full four years' 
course of study, following a full eight years' primary and grammar 
school course, which high school course shall have been approved 
by the State Board of Education. 

(d) The sum of three hundred dollars for each permanent teacher 
employed in a high school or high school department having a full 
three years' course of study following a full eight years' primary 
and grammar school course, which high school course shall have 
been approved by the State Board of Education. 

(e) The sum of two hundred dollars for each permanent teacher 
employed in an ungraded school, or in a kindergarten, primary or 
grammar department or in a high school department having a course 
of study of less than three full years, which course of study shall 
have been approved by the State Board of Education. . . . 

(h) The sum of twenty-five dollars for each pupil who shall have 
attended a high school or high school department in a district other 
than that in which he resides, and for whom a tuition fee shall be 
paid by the board of education. 

(k) Seventy-five per centum of the cost of transportation of 
pupils to a public school or schools ; proznded, that, subject to appeal 
as provided in section ten of the act to which this act is an amend- 
ment, the necessity for the transportation and the cost and method 
thereof shall have been approved by the county superintendent of 
schools of the county in which the district paying the cost of such 
transportation is situate. 

(m) The sum of three hundred fifteen dollars for each permanent 
teacher employed in a high school or high school department or in 
an intermediate school associated therewith ; provided, that such 
schools shall together have a full six years' course following a full 
six years' primary and grammar school course, and that such high 
school and intermediate school shall have been approved by the 
State Board of Education ; and proznded, further, that if in any 



district in addition to a high school and intermediate school as de- 
scribed in this paragraph there shall be another high school or 
schools, or high school department or departments having a full 
four years' course of study following a full eight years' primary 
and grammar school course, the apportionment for such schools 
shall be in accordance with subdivision (c) of this section. 

RULES KELATING TO TRA>'SPORTATION 

State Board of Education 
In construing the necessity for, method and cost of transportation 
for pupils who may live remote from public school facilities and 
accommodations, the followirfg rules of the State Board of Edu- 
cation shall govern : 

1. It shall be the duty of the local board of education to report 
to the County Superintendent on or before August fifteenth in each 
year all such high school pupils and such other pupils of elementary 
grades as may be entitled to transportation ; such report shall give 
the age and grade of each pupil, the name of parent or guardian; 
shall designate the school to be attended and the distance and 
method of proposed transportation, and said report shall be accom- 
panied by a sketch of proposed route with the residence of each 
pupil to be provided for indicated thereon. 

2. In establishing or readjusting transportation routes, it is recom- 
mended that boards of education advertise for competitive bids. 

3. All contracts for transportation routes and agreements for 
individual transportation shall be filed with the County Superin- 
tendent of Schools for approval on or before September first in 
each year and shall be accompanied by a certified copy of the minute 
of the board of education authorizing same. All such contracts 
shall be accompanied by a suitable bond for at least the full amount 
of the contract signed by at least two responsible sureties. 

PROCEDURK OF COUNTY SCPERENTENDENTS 

The following rules concerning transportation of high school 
pupils have received the approval of the county superintendents of 
the State, to be used as tentative or suggestive in their approval of 
transportation contracts : 



A. All transportation arrangements that contemplate the appor- 
tionment from State funds of 75 per cent of the cost must have the 
written approval of the County Superintendent of Schools. 

B. When high school pupils live within two and one-half miles 
of high school facilities and accommodations, which facilities and 
accommodations are interpreted to mean the site of the approved 
high school, transportation shall not be deemed necessary. In es- 
tablishing a transportation route it should be routed to accommodate 
the largest number of high school pupils entitled to approved trans- 
portation, and no high school pupil should be required to walk 
more than two miles to the nearest accessible point on said 
route. . . . 

D. Transportation within the distances prescribed in rule B and 
transportation without the approval of the county superintendent 
may be provided by a board of education. In all such cases, how- 
ever, the county superintendent shall make no apportionment of 
state moneys for 75 per cent of the cost of said transportation. 

BEPOKT OF TRANSrOKTED PUPILS 

State Board of Education 

The board of education in each school district in which a pupil 
residing in another district is enrolled, and for whom a tuition 
fee is paid from public funds, shall send monthly to the board of 
education paying the tuition fee a report showing the grade in which 
such pupil is enrolled, the number of days present, the number of 
days absent and the number of times tardy during the month for 
which the report is made. 

TERMINOLOGY 

The following terminology, which has come to have general ac- 
ceptance in the literature dealing with secondary and vocational edu- 
cation, is used by the State Board of Education and the Department 
of Public Instruction. 



A. ADMEVISTBATIVE 

a. The Program of Studies includes all the subjects offered in a 
given school, without reference to any principle of organizing these 
subjects or courses into curricula. 

b. The Curriculum is a group of subjects or courses systematically 
arranged for any pupil or for any clearly differentiated group of 
pupils. It extends through a number of years and leads to a cer- 
tificate or diploma. (It was formerly called the Course of Study.) 
Administratively a Curriculum represents an arrangement of courses 
within which a pupil is restricted in his choice of work leading to 
graduation. A four-year curriculum should represent not more than 
i6 and not less than 15 credit units of work, or what is the same 
thing, not more than 80 and not less than 75 academic counts, ex- 
clusive of physical training. 

c. The Course of Study or Course means the quantity, kind and 
organization of subject matter in any given subject of instruction, 
offered within a definite period of time: e. g., first year algebra, 
third year physics. 

d. Sequential Group of Courses includes courses in a given subject 
or in closely related subjects which are planned for certain groups 
of pupils who are to continue taking courses within this group 
through several different grades. These courses are to be so adminis- 
tered and taught that each course in the group implies the next, since 
credits for any one course may often be contingent upon the com- 
pletion of the group: e. g., English, or two years of a foreign 
language. 

e. Unit of Work or Credit Unit represents a year's study in any 
high school subject constituting approximately a quarter of a full 
year's work of a high school pupil. 

With a four year high school curriculum as a basis a school year 
of 38 weeks is assumed. It is further assumed that a school year's 
work in any subject will approximate 126 sixty-minute hours, 
and that any course will be pursued for five forty-minute recitation 
periods a week for prepared subjects. 

/. Grade is used to distinguish the different high school classes, 
as "ninth grade" rather than "freshman class," "eleventh grade" 
rather than "junior class." 



13 

g. Marks are the qualitative estimates of the pupils' work in 
courses, and constitute the official school record. 

h. Schedule of Classes refers to the daily and weekly arrangement 
of classes for recitation. 

B. EDUCATIONAL 

In addition to the demands for clear thinking in treating the 
organization of secondary education, a further reason for a definite 
denotation in the use of terms lies in the fact that in this State the 
Department of Public Instruction and the State Board of Educa- 
tion are, by law, required to administer a new type of school known 
as the "Vocational School," which exists in various forms. This 
school has a purpose very different from that of the elementary and 
high schools. 

Moreover, in the latter schools manual training has a place in the 
program of studies, and it often happens that confusion arises in 
thought, and also in practice, between manual training and that 
form of vocational education known as industrial education. A still 
further confusion exists because in the law governing manual train- 
ing, the term "industrial education" is used as synonymous with 
"manual training." 

The laws referred to are the Manual Training Law (P. L. 1903, 
Special Session) and the Vocational Educational Law (P. L. 1913, 
chapter 294). 

The working definitions follow : 

Manual Training is that part of a general education which is 
secured through actual participation in certain fundamental indus- 
trial or homemaking activities ; such as work in wood, iron, clay, 
agriculture, cooking, sewing, millinery, printing, etc. The aim of 
this work is to give general training, not to prepare for a specific 
calling, although these subjects may have vocational significance. 

Vocational Education shall mean any education the controlling 
purpose of which is to fit for profitable employment. 

Industrial Education shall mean that form of vocational education 
which fits for the trades, crafts and manufacturing pursuits, includ- 
ing the occupation for girls and women carried on in the work shops. 



14 

Agricultural Education shall mean that form of vocational educa- 
tion which fits for the occupations connected with the tillage of the 
soil, the care of domestic animals, forestry, and other wage-earning 
or productive work on the farm or in the garden or greenhouse. 

Household Arts Education shall mean that form of vocational 
education which fits for occupations connected with the household. 

It is evident that Manual Training and Vocational Education, in 
its various phases, as defined, relate to two distinct educational 
aims : 

1. That which concerns general or liberal education; 

2. That which has to do with the particular processes and ma- 
terials making for personal skill and economic worth in the activity 
which has been definitely chosen as a remunerative occupation. 

As a broader term, "Practical Arts" is used to signify in general 
discussions all that is legally implied in the New Jersey law under 
"Manual Training." 

THE INTERMEDIATE SCHOOL 

The traditional organization of the common school course com- 
prises eight years of elementary school and four years of high school 
work. The conviction is growing, however, that the schools will be 
better adapted to the needs of the pupils enrolled if another adminis- 
trative grouping of the years is followed. This grouping regards 
the elementary course as closing at the end of the sixth school year, 
with the next three grades, viz., VII, VIII and IX, considered as 
the intermediate school, and the remaining grades called the high 
school. The intermediate school and the high school should be con- 
sidered as a unit, educationally as well as administratively. The 
distinctive features of the intermediate school are: 

1. Departmental organization; 

2. Promotion by subject; 

3. Differentiated curricula; 

4. A recasting of the content of the subjects usually pur- 
sued in the grades involved ; 

5. Flexibility in the adjustment of the work of the school 
to individual needs. 

(See also page 9, paragraph ni.) 



A detailed discussion of this new type of school will be given in 
a separate monograph. 

Although this bulletin is prepared especially for the present or- 
ganization of the high school, nevertheless it recognizes that the 
newer organization will in many places displace the eight-four 
division of the twelve year common school course. 

TEACHERS CERTIFICATES 

The school laws of the state require that all teachers shall hold 
valid certificates for the particular position each is to fill. The State 
Board of Education is given the power to determine the require- 
ments for each class of certificates issued. The State Board of 
Examiners issues the certificates. These certificates may be granted 
either: (i) by the endorsement of approved credentials, e. g., a 
college diploma ; a diploma of a state normal school ; or the highest 
form of permanent certificate issued in certain states, provided that 
such permanent certificate meets the specific requirements of the 
New Jersey certificate for which application is made; or (2) by 
examination. 

Each certificate has specific powers and limitations. Those cer- 
tificates which concern teachers in the high school are Secondary 
Certificates. A secondary certificate entitles the holder to teach 
only the subjects credited in obtaining the certificate, or such sub- 
jects as may be subsequently added, either by examination or by the 
acceptance of approved credentials. The subjects a teacher may 
teach in the high school and any powers of supervision are indicated 
on the certificate. 

Whenever a change is made in a high school teacher's work, he 
should at once see that his certificate entitles him to do the assigned 
work, or that he has the necessary credentials to submit to the State 
Board of Examiners, through the county superintendent or city 
superintendent, to make his certificate valid for his assignment. 

In addition, it is necessary that the principal of the school have a 
complete and detailed record of the certificates held by the high 
school teachers under his supervision, in order that he may know 
the limits of the legal possibilities of each teacher's certificate. 



i6 

For details concerning certificates the Rides and Regulations of 
the State Board of Education concerning Teachers Certificates 
should be consulted, A portion of the rules relating to secondary 
certificates is here given. 

An applicant for a Limited Secondary Certificate shall hold: (1) a 
diploma from an approved college, or (2) a diploma from an approved 
four-year high school teachers' course in a state normal school, or (3) 
a New Jersey Permanent Elementary Certificate or its equivalent; and, 
unless exempted in accordance with the -provisions of Tide 17, section 1, 
of the "Rules and Regulations Concerning Teachers Certificates," shall 
be required to pass examinations in such of the following subjects as ai'e 
not covered by such diploma or certificate: 

1. Subject or subjects to be taught; 

2. Physiology and hygiene; 

3. School management and methods of teaching with special reference 

to secondary education; 

4. Psychology with special reference to teaching; 

5. History of education. 

The examinations in all these subjects may be taken at the first stated 
examination following the date of application. If the examinations are 
not taken then the applicant must take them in the following order: 

1. At the first stated examination following the date of application: 
(a) Subject or subjects that may be assigned to applicant to teach that 
are not covered by his college diploma; (b) Physiology and hygiene; and 
(c) School management and methods of teaching with special reference 
to secondary education. 

2. At the second stated examination following the date of application : 
Psychology with special reference to teaching, and, if the applicant de- 
sires. History of education. 

3. At the third stated examination following the date of application: 
History of education, if not previously passed. 

A Limited Secondary Certificate shall be issued on the successful com- 
pletion of the first examination prescribed above and shall be valid dur- 
ing three years from the beginning of the school year in which the ap- 
plicant begins to teach, but shall be void on the last day of the second 
month succeeding the date of the next stated examination held after 
the granting of a temporary license (should such a license have been 
issued), upon the failure of the applicant to comply with the require- 
ments as above mentioned. 

A Limited Secondary Certificate entitles the holder to teach in any 
branches and depaHments of a secondary school included in his certifi- 
cate, but in no other subjects, and does not entitle the holder to super- 
vise instruction. 



17 

A Limited Secondary Certificate also entitles the holder to the priv- 
ileges of the Limited Elementary Certificate. 

A Limited Secondary Certificate may be made permanent without 
examination, after three years of successful teaching. 

A Permanent Secondary Certificate entitles the holder: 

1. To teach and supervise in any of the branches and departments of 
a secondary school included in his certificate; 

2. To be the principal of any secondary school that is under a city 
superintendent; 

3. To be the principal or supervisor of a school or district employing 
not more than nine assistant teachers, and not having a superintendent. 

A Permanent Secondary Certificate also entitles the holder to the priv- 
ileges of the elementary certificate. 

A Temporary License, which is a permit to teach, may be granted by 
a county or city superintendent to a person who has to take examinations 
to secure a Secondary Certificate. Such a temporary license, however, 
is merely a temporary certificate issued to an applicant to legalize his 
contract during the time necessary for meeting the requisite conditions 
for securing a regular certificate, and is a notice to take the examina- 
tions indicated above, unless the candidate has been exempted. 

A Temporary Secondary License is valid until the last day of the 
second month succeeding the date of the next stated examination held 
after the granting of the said temporary license. 

A Temporary Secondary License cannot be renewed. 

The responsibility of securing a proper certificate and of renewing it 
rests primarily with the teacher, and no credits to secure exemption 
from examination will be accepted that are not under seal or affidavit 
of the governing authorities of the institutions in which the work has 
been done. 

The applicant must file, thirty days prior to the date of the first No- 
vem.ber or April examination which next succeeds the date of his ap- 
plication, full descriptions of the courses taken by him in college, show- 
ing that he has had at least 45 hours of study in physiology beyond the 
secondary school, 30 hours in school management and methods of teach- 
ing with special reference to secondary education, 90 hours of educa- 
tional psychology and 60 hours of history of education. 



NEW AND FORMER RULES COMPARED 

The chief additions to the previous rules of the State Board of 
Education concerning high schools may be summarized as follows : 

I. The total number of diploma points has been increased from 
72 to 76, because of the prescribed course in physical training. 



i8 

2. The diploma values to be given to manual and laboratory 
activities and to unprepared recitations are now indicated. 

3. All diplomas and certificates are to state the subjects taken 
by a pupil, and the counts gained, and also the time required to 
secure the counts as indicated. 

4. The value of vocal music is emphasized by the recommenda- 
tion that this subject be added to the program of studies of a school 
whenever practicable. 

5. With the discontinuance of the three year course at the state 
normal schools, the former "certificate of graduation" from the 
three year or "partial" high school has been abolished. In its stead 
a pupil may receive a certificate gf work accomplished. 

6. The condition of the school building and the condition of the 
outbuildings and grounds are prominent factors in the approval of a 
school. 

7. Adequate library and laboratory facilities, including maps and 
other equipment, are absolutely necessary. 

8. The approved curricula and the rules relating to them are to 
be posted in the school so that all who wish to do so may become 
familiar with the conditions under which the school was approved. 

9. A definite terminology has been adopted as an aid to clear 
thinking and pointed discussion. 

WHAT IS INVOLVED IN THE APPROVAL OF HIGH SCHOOLS 

No district is obliged to have its high school department approved. 
The advantages to both the pupil and the community are so obvious 
and so far reaching, however, that but few districts do not seek 
approval. If a school is not approved, a doubt may exist in the 
mind of the public as to whether proper facilities and accommoda- 
tions are being provided in accordance with the Constitution and 
the statutes ; the graduates of an unapproved school cannot enter 
the state normal schools without examination ; neither pupils nor 
graduates of such a school can receive credit toward "qualifying 
academic certificates" (see page 65) in this State or in any state 
with which New Jersey has reciprocity; further, the special appor- 
tionment of State and county funds is not made by the county 



19 

superintendent to an unapproved school. When a school is approved 
the presumption is that the necessary conditions for sound education 
are being met. 

When a high school is approved — and the approval of the high 
school department involves the approval of the elementary grades 
upon which it rests — it is approved in accordance with specific con- 
ditions, viz., the rules of the State Board of Education, and in 
accordance with the state educational policy which the rules repre- 
sent. Also, a school is approved for a given scheme of subjects, 
periods and years, together with the specified conditions for the 
operation of the school, the granting of its diploma and credentials, 
all these conditions being submitted when approval is sought. 

A copy of the proposed program of studies, rules, etc., is kept 
on file in the Department of Public Instruction, and should any 
question arise involving the necessity for a legal decision, the official 
papers are thus easily obtained. Also when the Commissioner of 
Education is asked to grant secondary school credentials (qualifying 
academic certificates, page 65) for use in this and other states, he 
has a definite knowledge of that for which he is to be the sponsor. 

The rules of the State Board of Education specify simply mini- 
mum conditions which must be met. The Board approves, at its 
pleasure, such additional conditions as seem educationally and finan- 
cially sound. 

The minimum number of academic counts for a diploma is 76, 
reckoned in accordance with the number of prepared recitations per 
week in a subject. A school may, however, if it chooses, set from 
76 to 84 counts for its diploma, subject to approval (see rule 3 d, 
page 6). 

A given number of counts and a given set of conditions having 
been approved, these counts and conditions are the basis upon which 
approval rests, public moneys are distributed, and academic cre- 
dentials are awarded for entrance to the examinations leading to 
the various professions and to the state normal schools. Changes 
of any kind made after a school has been approz'ed must also be 
submitted for approval. 

Education is primarily a state function, although largely adminis- 
tered through local agencies. Communities and schools cannot exist 



20 

for themselves alone any more than states can exist alone in a 
nation. 

With the mobility of population, especially owing to the situation 
of New Jersey between the two great centers, New York and Phila- 
delphia, there is a continual crossing and recrossing of the state 
lines. The fact that New Jersey has but few professional schools 
is an added reason for so much interstate relationship in educational 
matters, especially in regard to the preliminary educational require- 
ments for the different professions. 

Pupils who have been graduated from approved schools may have 
their records certified by the Commissioner of Education, for use 
both within and without the State. - 

The same is true of pupils with a record of having completed at 
least one year in an approved school. When credentials of this 
kind are certified by the Commissioner of Education they become 
state documents and are accepted for their full value in all states 
with which New Jersey has reciprocity agreements. (See "quali- 
fying academic certificates," page 65.) 

A diploma or certificate of work from an approved school repre- 
sents instruction and training, not the mere passing of examinations. 
For a diploma, four years of work are required. With exceptional 
pupils the period of time during which this work is done may be 
shortened. To shorten the time, however, the pupil must do his 
work regularly in the classroom and not merely pass examinations 
in the subjects in which he wishes to secure counts toward a diploma. 
The rule governing approval states that "counts" are awarded in 
accordance with the number of prepared recitations, and recitations 
mean class work, not tutoring or home study followed by examina- 
tions. Were diplomas of schools to be granted for the mere passing 
of examinations for either a part or all of the necessary counts, the 
teachers of a school would constitute an examination board, not a 
teaching body. The passing of examinations is not the getting of an 
education. 

Confusion may arise in the minds of some high school principals 
at this point. The results of examinations have sometimes been 
accepted inadvertently toward a diploma, in lieu of classroom work 
under approved conditions. It cannot be said too strongly that the 



school is a place of training and is maintained by the public as such. 
Examinations are a part of the administrative routine and cannot 
be taken as a substitute for training. The shortening of the time 
necessary to secure a diploma may also be accomplished by carrying 
extra work in an evening high school or a summer high school, pro- 
vided any such school meets the same conditions as are set for the 
regularly approved day schools, and has been previously ap- 
proved. (See page 7.) It is evident that at every point the 
diploma of an approved school and the credits for any v^ork done 
in such a school are protected, since the state stands behind them 
as sponsor. 

To make still clearer the distinction observed by the state authori- 
ties between a diploma of an approved school based upon class work 
and the legal equivalent of a diploma, or the legal equivalent of 
any fractional part of the total number of academic counts necessary 
for a diploma, attention may be called to the examinations for those 
who wish to establish the equivalency, in law, for four years of 
high school work or for any part of such a four year course. (See 
page 65.) Such examinations in this state do not require at- 
tendance upon classroom instruction ; the individual may, at present, 
do his work as he will and later present himself for examination. 
Having gained the necessary 72 counts* for a qualifying certificate, 
which is accepted as the legal equivalent of a diploma, the candidate 
is given a "qualifying academic certificate," but not a diploma. 
Diplomas can be granted only by boards of education to graduates 
of approved schools. 

The diploma of an approved school signifies that an education 
has been received, and is a certificate based upon the whole record 
of a pupil's work. The only way that the standard of that work 
can be maintained is for the state to exercise an intimate control of 
the educational process throughout the entire school course, and 
the standards will be an outflow from the process. By the laws 
governing the certification of teachers, the state maintains a stand- 

*The counts given for any subject by examination leading to a "quali- 
fying academic certificate" are not the same in value as the counts given 
the same subject in the curriculum of an approved school. Two inde- 
pendent systems of values are used. The former is an arbitrary rating 
given to -each subject. The latter is defined in rule 3 d, page 6. 



ard of teaching, and by controlling the process in insisting upon 
actual work at the school the state maintains the standard of its 
diploma. 

The same argument holds true against the acceptance of the great 
varieties of work outside the "approved school program of studies" 
which are sometimes suggested for credit toward a diploma of 
graduation from an approved high school. 

ADMISSION AND GRADUATION 

The high school should articulate both with the schools below 
and with the schools above. It is a part of the common school 
course of tv/elve years, and, in general, to enter upon the ninth grade 
or first year of high school work, a pupil should have finished in 
a satisfactory manner the elementary course of eight years. In ex- 
ceptional cases this may be done in less than eight years of time. 

The principal test for entrance should be the ability to do the 
work of the high school. This is usually shown by the character 
of a pupil's previous achievement, evidence of which is gained in his 
daily work, tests and formal examinations, these factors being 
taken as a whole. Another important factor to be considered is a 
pupil's habits of work. 

While the law gives to each board of education the right to 
prescribe its own rules for promotion, yet the practice in some 
districts is to use the state efficiency tests for the highest elementary 
grades as one element in determining admission to the high school. 
For purposes of standardization the possession of an eighth grade 
county certificate will be considered sufficient. 

It cannot be too strongly affirmed that however we may exalt 
the machinery of promotion, "every boy and girl of high school age 
belongs in the high school regardless of the completion of a grammar 
school course. It is the function of the high school to welcome 
every such boy and girl, and to adapt subject matter, methods and 
organization to the needs of such boys and girls." This involves a 
modified type of high school. 

The question of an elementary certificate or diploma is quite an- 
other matter and does not aflfect the principle involved, viz., that of 



23 

placing a pupil where he can get the most out of his school en- 
vironment. 

For graduation it should not be sufficient that a pupil has merely- 
acquired the minimum number of counts for which a school is 
approved. He should also have followed some well defined plan 
and have done work in a few fields with sufficient intensity of mental 
application to derive the educational values resulting from persistent 
purpose and continued effort. 

Assuming from 79 to 84 academic counts (including physical 
training) as the standard of graduation, it is recommended that no 
diploma be granted unless a pupil has acquired at least 45 counts in 
not more than three subjects, of which English shall be one. Of the 
remaining counts, at least 20 should be in two subjects. By such a 
plan a well defined core of subjects is possible and at the same time 
a reasonable breadth may be given to a pupil's school course. (See 
table I, page 31.) 

ADJUSTMENT OF PUPILS WITHIN THE HIGH SCHOOL 

The problem of the adjustment of a pupil to his high school 
surroundings and to his work is one of the difficult matters of ad- 
ministration. It becomes peculiarly so for the pupils who come to 
the high school after having had their elementary school work in 
another district. Added to the newness of the school itself, there 
are new teachers, strange surroundings, and often transportation, 
with some of its attendant distractions. 

Within the school there are different methods of recitation, a 
changed standard of discipline, and a departmental plan of adminis- 
tration, all of which is new to many pupils, hence the first few 
months in the high school become a critical period in the school life 
of young people. 

As a result of ill-adjustment many pupils drop out of school 
during the ninth year, and an unwarranted number of pupils fail. 
To counteract these difficulties is an important responsibility of 
the principal and the teachers in charge of the first year pupils. 

Among the corrective influences which have been found helpful 
are: 



1. The organization of an Intermediate School or Junior High 
School, comprising grades VII to IX inclusive. This type of 
school, which is rapidly gaining favor, makes the transition from 
the elementary school to the high school more gradual, and involves 
departmental administration, the beginnings of some high school 
subjects, promotion by subject, and a gradual growth of self-directed 
activity on the part of the pupil. 

2. Conferences between teachers of the eighth grade and the 
high school with a view to learning more about pupils as individuals, 
and for the purpose of multiplying points of contact between the 
work of the upper elementary grades and the high school. 

3. Pupil advisers, who in the larger schools may be mature teach- 
ers appointed by the principal, to help pupils in their choice of work, 
where choices are possible. Advice may be given upon the basis 
of past achievement and personal judgment of adolescent needs. 

In connection with the conferences between the teachers of the 
highest elementary grade and the teachers of the high school, and 
in relation to the duties of the pupil advisers, a record similar to 
the pupils' record card used in connection with the examinations 
given to the highest elementary grade, has proved helpful. 

PUPIL'S RECORD CARD 

Name of Pupil Age 

Name of Teacher 

School District County 

Note. The teacher will express her judgment of the -pupil regarding 
each of the following points, using the letter A to indicate "conspicu- 
ously excellent"; B, "successful but not conspicuously so" ; C, "weak"; 
D, "conspicuously weak." 

1. Reliability 

2. Industry 

3. Accuracy 

4. Ambition - - 

5. Special aptitudes (name them) 



6. Manners 

7. Health 

8. Grasp of school work (i. e., maturity and power of thought). 



9. Any worth while thing done in or out of school without the compul- 



25 

sion of an older person (i. e., ability to find something to do and ability 
to do it — intellectual, mechanical, commercial) 

10. Regularity of school attendance 

11. Number of years spent in the elementary school 

12. What the pupil proposes to do 

Ratings in State Examinations 



AUITHMETIC 


PENMANSHIP 


SPELLING C 


S. HISTORY 


fjnoGllAPHV 


ENGLISH 














Ratings in Local or County Examinations 















To THE Teacher: Cross out the following statements that do not apply. 

This pupil is prepared for high school work. 

This pupil should be allowed to try high school v/ork. 

This pupil is not recommended for high school work. 



4. Making known toward the end of the school year to pupils of 
the eighth grade and to their parents, preferably by inviting them 
to a conference at the high school, the number and specific aims of 
the various high school curricula. At the same time the fact may 
be emphasized that for entrance to practically all forms of profes- 
sional service for both men and women, a full high school course 
is coming to be a legal necessity. 

5. The method of a teacher's approach to a subject with a class. 
Much depends upon a pupil's seeing the significance of the subject 
pursued, its purpose in the plan of the school and the particular 
contribution it is to make to his store of knowledge or his skill. The 
vitality given to the instruction is dependent upon the teacher's hav- 
ing a keen sense of the worth of the subject gained from his own 
interest in it and his mastery of its details and his knowledge of its 
points of contact with pupils' interests and needs. 



26 

6. Relating the manual activities of the school to the major inter- 
ests of the community, which are either agricultural, commercial or 
industrial ; and also to those which directly pertain to the home. 

7. Applying the principles of the different sciences and the 
mathematics studied to the familiar affairs of everyday life as 
found in business, in the shop, on the farm and in the household. 

GROUPS OF PUPILS 

By means of the several curricula the cosmopolitan type of high 
school is aiming to meet the needs of different groups of pupils, 
among whom are: 

1. Those who are seeking a general and liberal training, and 
those who are making direct preparation for specific employment, 
particularly in the field of commercial life. Some attention is 
being given to the practical arts, including homemaking, although 
the industrial and household arts courses are usually a part of the 
general or liberal curricula and not specifically vocational in char- 
acter. The pupils of this general group include about one-quarter 
of all the pupils enrolled in the high school, and about one-half 
of those who are most likely to complete the four years. 

2. Those who are planning to go on to higher institutions, in- 
cluding the normal schools. This group comprises about one- 
quarter of all the pupils in the high school and about one-half of 
those who are destined to complete the four year course. This is 
undoubtedly the largest homogeneous group in the high school, so 
far as the definiteness of aim or purpose is concerned. Statistics 
further indicate that those going to college constitute approximately 
one-sixth of all high school pupils and about one-third of those who 
are graduated. Those going to other higher institutions comprise 
8 per cent of the high school enrollment and about 16 per cent of 
those who complete the high school course. 

3. Those who leave school before the close of the high school 
period. Of these more than one-half leave before the end of the 
second year and more than two-thirds before the end of the third 
high school year. 



VIEWPOINT OF THE COSMOPOLITAN HIGH SCHOOL 

At the completion of the elementary course, whether this be at 
the end of the sixth or the eighth school year, a pupil goes to the 
high school at one of the most educative periods in his life and the 
high school should help him to find himself. The pupil has a right 
to look to the school for aid in his endeavor to adjust himself to the 
demands of life. The school should assist: 

First, by leading the pupil to a conception of the variety and the 
significance of the work to be done in the world. This may be 
done, in part at least, through a study of vocations. Such a study 
is outlined in Bulletin 5 of the High School series, entitled Com- 
munity Civics. Pupils may thus be led to see what fields of activity 
are open both to boys and to girls ; what general and what specific 
personal qualities are necessary for progressive success, together 
with the special training required. A study of this character would 
reveal the probable demand for workers in a given field, and also 
indicate the remuneration to be had in terms of both money and 
personal and social advantages. Far too many pupils drift out into 
chance vocations when educational and vocational guidance would 
hav-F- prevented wasted years. To prevent as far as possible this 
waste is a part of the school's responsibility to democratic society. 
This is somewhat of a new attitude on the part of the school, but it 
presents alluring possibilities to the teacher. 

Second, by testing the pupil's capacities and interests over a wide 
field of subject matter and activities. The high school period is a 
time of self-discovery and self-realization for the pupil, and the 
process of discovering latent interests and abilities is a function 
both of the teacher and of the pupil. The endeavor of the teacher 
should be to study the pupil from the viewpoint of his formal class 
work. Much aid may be had from qualitative estimates of strength 
and weaknesses, made by earlier teachers and passed on by means 
of cumulative record cards referred to in the foregoing. But how- 
ever valuable these records may be, they cannot take the place of the 
keen and sympathetic insight which will be exercised by a discrimi- 
nating teacher in his attempt to discover a pupil's bent. 

The pupil also has a responsibility in the process of testing himself 
out. He may very properly aid by choosing among the different 



28 

curricula offered and between the alternatives given in a chosen 
curriculum, in accordance with the course that he has tentatively 
mapped out for himself. By his study of literature, language, 
mathematics, vocations, science and history, and his work in prac- 
tical arts, the pupil widens his mental horizon, forms useful habits 
ttirough study and application and also acquires purposeful ideals. 

A life choice, however, should not be forced upon a pupil at the 
beginning of his career. Could the period of testing be inaugurated 
during the last two years of the elementary school or in the "inter- 
mediate school," greater flexibility in work and in administration 
wculd surely cause a positive gain. 

Having made a provisional choice, and having found, for ex- 
ample, but little aptitude for foreign language or mathematics, but 
a marked ability in science, social studies or practical arts, each 
pupil should be offered ample opportunity for later readjustment 
with a minimum loss of time. Thus a pupil may gain a liberal or 
geieral education together with a growing power of adaptation to 
tht: changing conditions in life. The work offered in the program 
of studies, therefore, should be as varied as the facilities of the 
school will permit. 

Third, the school may assist the pupil by giving him definite 
training in fundamental subjects and by providing for systematic 
physical education, which should include the inculcation of ideals 
and standards in this paramount phase of education. Whatever the 
benefits that may come to the individual through his school work, 
the school, as an institution, is established and maintained by the 
state and definitely charged with the responsibility of educating 
the young into a useful citizenship. This citizenship demands of 
every pupil some knowledge of the origin, development and present 
needs of its various institutions, and also some development of a 
spirit of loyalty to their ideals. It is therefore fundamental that 
all pupils should get definite instruction in some phase of social 
science, especially economics, and United States history should also 
be included. Another fundamental is ability to use the mother 
tongue with clearness and precision, as necessity arises in the 
various contacts with people. Further, pupils should be taught to 
understand and to appreciate the literature of the race, which is an 



29 

interpretation of its life and ideals. Some knowledge of science is 
essential for adjustment in a world of things. By means of various 
forms of manual activity and through the systematic training of the 
different senses, pupils should be led to appreciate manual labor and 
to acquire some skill in operations and processes which may be made 
the basis of self support. For this reason school programs offer 
such practical or utilitarian subjects as manual training, household 
arts, bookkeeping, stenography, typewriting, printing, mechanical 
and freehand drawing and music, since while they may be made 
valuable factors in general education they will also make important 
contributions to vocational ideals. 

Regarding the high school as a preparatory school for higher 
institutions, every year the fact is coming to be more generally recog- 
nized that the satisfactory completion of four years of well balanced 
work, chosen with special regard to the needs of the pupil who is 
being trained, is the best preparation for entering upon a course in 
a higher institution. As this truth is more widely recognized, the 
public high schools will more freely adapt their curricula to varia- 
tions among pupils. Evidence of adaptation is seen in the changed 
conditions for entrance to different colleges, notably Princeton. 
Harvard, Columbia and Yale. Additional evidence appears in the 
recent liberal action (to become effective in 1919) of such colleges 
as Wellesley, Smith, Vassar and Mt. Holyoke, whereby the record 
of a pupil's high school work — work presumably chosen for her 
highest needs — together with the results of certain tests as to whether 
or not the work has been well done, and supplemented by informa- 
tion as to probable capacity to do college work, is the basis of college 
entrance. 

Nevertheless, with the variety and number of higher institutions, 
the rights and desires of such pupils as choose to go on must be 
conserved, as far as practicable, and for that reason some subjects 
of apparently little immediate worth will continue to be found in 
high school programs. Recent action by many colleges, as cited 
above, leads to the conclusion that entrance requirements will not 
continue to be a deterrent factor in the liberal and semi-vocational 
education of high school pupils. 



so 

Toward the third group, or those who leave early, the school has 
a special responsibility in making as immediately helpful as possible 
whatever work is taken. At the same time every reasonable effort 
should be made, through constant readjustments, to retain pupils in 
school. Since much of the dropping out is due to maladjustment 
and to the habit of failure, much thought should be exercised by 
principal, teachers and parents in selecting work within the aptitude 
and capacity of the pupil. In some schools it may be advisable to 
arrange for short and intensive individual curricula, e. g., in clerical 
or industrial pursuits, for those pupils whose high school career is 
likely to be brief. When this is done it should be with the full 
realization that such a procedure is not normal, and that it may 
be attended with difficulties when pupils subsequently awake to the 
importance of a well rounded and complete four year curriculum. 
Nevertheless, when all has been done that the school may be 
reasonably expected to do there will be some pupils who will not 
stay in the high school more than two years. 

It is therefore manifestly not the function of the cosmopolitan 
high school, as distinguished from the vocational school, to train 
a pupil in a narrow and specialized field of interest by developing a 
genuine vocational skill, notwithstanding the fact that some approach 
to this ideal is realized in certain commercial curricula. 

The high school, however, should give its pupils skill in acquiring 
and organizing knowledge, and, through a study of the various 
occupations and the different subjects constituting the program of 
studies, furnish an insight into the general principles which are 
the basis of all vocations. Trade and vocational training, in which 
the goal is specialized skill, is the task of the vocational school. The 
cosmopolitan high school stands primarily for the discovery of a 
pupil's dominant interests, for a widening of his mental horizon, 
for the inculcation of definite and positive ideals of conduct, for a 
training in habits of prolonged effort involving thoroughness and 
concentration, and for an appreciation of his obligations to the 
society of which he forms a part. 



31 

SUGGESTED BASIS FOR CURRICULA 

The following tabulation suggests a basis upon which school 
authorities may develop high school programs and organize cur- 
ricula which shall be flexible in meeting local conditions, and shall 
at the same time conserve the interests of all the pupils found in 
the high schools. 

The figures given below refer to academic counts, 5 to be assigned 
to each "unit of work" (see page 12 and also rule 3 d, page 6), and 
the columns under the different Roman numerals indicate combi- 
nations of elements, with count values, which may constitute a 
curriculum. 

TABLE I 
A BASIS FOB ORGANIZING BALANCED HIGH SCHOOL CUKRICCLA 

I 

English Language and Literature 15 

Foreign Language 10 

Mathematics ...._ __ 10 

Social Science, including History... 5 

Natural Science t; 



II 


III 


IV 


15 


15 


15 


10 





10 





10 


5 


10 


10 


S-io 
or 


10 


10 


10-5 



r Additional counts to be given to any 

I of the above academic subjects 10 10 10 

{Additional counts which may be 20 20 20 

taken in either practical arts, or or or ut 

academic subjects or esthetic arts 25 25 25 25 

Total .._ - 



20 
or 



or 


or 


or 


or 


80 


80 


80 


80 



In addition to the above a maximum of four counts is to be added 
to each curriculum for the prescribed course in physical training, 
making the grand total 79 or 84 counts. 

The particular subjects constituting each of the different groups, 
A, B, C, of the table are given below. These subjects may be 
arranged by years, the academic count values indicated in the table 
being approximated in such a manner as to best meet the needs of 



32 

individual schools. The purpose of this table is to represent the 
consensus of opinion among secondary school teachers regarding 
the relative emphases to be given to the different elements in vary- 
ing curricula. For example, it w^ill be noted that in curriculum III, 
where a foreign language is omitted, there is suggested an increase 
in the emphasis to be given to social science studies and to natural 
science, over that given in curriculum I, vv^hich includes a foreign 
language. There may also well be an increase in the counts given 
to English, A similar arrangement is possible in curriculum II, 
where mathematics is omitted. 

From a further examination of the table it is apparent that at 
least 20 out of 75 counts (26.7 per cent) or 25 out of 80 counts 
(31.2 per cent) of a curriculum may be taken in practical arts 
subjects, as will be indicated below; or stated in other words, groups 
A and B of table I suggest the elements of minima curricula for all 
high schools, while group C encourages the adaptation of the high 
school to the varying conditions found throughout the state or 
within a school, by indicating a definite proportion of academic 
counts to be allowed to practical arts subjects or to those activities 
which are vocational in character. 

In this connection it should be pointed out that in the vocational 
schools and vocational departments organized under the vocational 
law (P. L, 191 3, chapter 294), which may parallel in time the high 
school period and which may also be separately administered, the 
time given to the training for skill in the chosen vocation and the 
time allotted to the related academic work are practically equal in 
amount; i. e., approximately one-half of the school day or of the 
school week is devoted to each of these two phases of vocational 
education. 

From the subjects included in groups A and B, particularly in 
mathematics and social science, it is evident that additional subjects, 
vocational in character, may be added to the 20 or 25 practical arts 
counts included under group C. This condition is particularly ob- 
vious in the organization of commercial curricula, which may include 
commercial geography, history of industry, economics and business 
arithmetic. Thus in a cosmopolitan or general high school a 
curriculum may be arranged in which such subjects as are indicated 



33 

in the preceding sentence, each subject having a vocational implica- 
tion, if not actual vocational worth, will receive about the same 
time value that vocational subjects receive in the vocational school, 
viz., approximately 50 per cent. 

One other fact emerges from a study of table I, namely, that by 
requiring 10 additional academic counts, given under "B," to be 
added to those in group '*A," some continuity over a period of from 
two to four years is assured in at least two of the four academic 
subjects usually pursued by the high school pupil. In other words, 
calling a "major subject" one in which a pupil acquires at least 
15 academic counts, or a subject which is carried for three years, 
a pupil may well be required to have, in addition to English, two 
other "majors," each of 15 academic counts. 

This arrangement for "sequential groups of courses" and con- 
tinued effort in a few fields of school endeavor encourages habits 
of concentration and prolonged application which make for effective 
mental habits. A patchwork of information is not to be exalted 
over the development of power of sustained thought. The high 
school pupil should be required to concentrate upon a few subjects 
until he has mastered their essentials. Future success in business 
or in higher institutions is dependent upon the manner in which a 
pupil has stuck to his task. Some of the keenest criticism of the 
high school and its product is directed against the neglect of this 
important factor in education. 

SUBJECT CONTENT OF GROUPS A AND B 
ACADEMIC SUBJECTS 

{For the value of a "count" see rule 5 d, page 6) 

English Language and Literature 

{See Bulletin 3, High School Series) 

COUNTS 

Practical English — oral and written composition 
Technique of English — spelling, grammar, word for- 
mation, punctuation, capitalization, rhetoric 
Literature — modern and classic writers 15-20 



34 
Foreign Language 

COUNTS 

Latin {See Bulletin 6, High School Series) 15-20 

German _._ — 10-15 

French --_ - — 10-15 

Italian __ — __ 10-15 

Spanish _ _ __ — — 10-15 

Mathematics 

Elementary Algebra 5 

Intermediate Algebra — — 23/2-5 

Plane Geometry {See Bulletin 2, High School Series) 5 

Solid Geometry {See Bulletin 2, High School Series) 2^4 

Plane Trigonometry — — 23^2 

Business and Industrial Arithmetic — — 2^/^-5 

Advanced Algebra - — 2^ 

Social Science, Including History 

Ancient H istory 5 

Medieval and Modern History — 5 

English — — 5 

United States History and Civics {See Bulletin 4, High 

School Series) _ -~ — 5 

Community Civics and Study of Vocations {See 

Bulletin 5, High School Series) — 5 

Early European History {See Bulletin 4, High School 

Series) - — — - - - 5 

Modern European History {See Bulletin 4, High School 

History of Industry in United States _ — 5 

History of Commerce ~ ^Vz-S 

Business Procedure (Law) — — 2j^ 

Economics {See Bulletin 4, High School Series) _ 2^-5 



35 
Natural Science 

COUNTS 

Elementary or General Science _ _ — - 5 

Physics, General or Applied _. — 5 

Chemistry, General or Applied 5 

Biology ..- — ^ — _ „ 5 

Physical Geography 5 

Botany, General or Agricultural _ — — 2)4-5 

Zoology, General, Economic or related to Animal Hus- 
bandry — — 23/^-5 

Advanced Physiology and Hygiene — 5 

Astronomy „ — 2^-5 

Geology — -_ 25^-5 

Agriculture — vegetable and flower gardening, fruit 

growling ; Agronomy or field crops _ 5 

SUBJECT CONTENT OF GROUP C 

PRACTICAL ARTS AND ESTHETIC ARTS AND PHYSICAL 
TRAINING 

Commercial 

Bookkeeping 5- 10 

Stenography _.._ 10 

Typewriting — _ — 5 

Penmanship _ 154-2/4 

Business and Office Practice — 2^/^ 

Principles of Salesmanship 2 ^4 

Principles of Advertising- — __ — — 2J--2 

Principles of Real Estate „ 2^ 

Transportation _ — 2)4 

Industrial and Household Arts 

Shop work in its various forms 2+ 

Cooking 



Sewing 
Millinery 
Laundering 
Nursing 



2/.+ 



36 



Rural Industry 

Farm Plans 
Farm Machinery 

Construction of Buildings and Works 
Rural Economics and Farm Management, 
including Marketing and Farm Accounts 



2y2+ 



Esthetic Arts 

Drawing 

Freehand — — 2 -|~ 

Mechanical — , _ ~ — ~ 2 -j- 

Vocal Music 

Chorus — — ~ _ I 4- 

Class instruction — — — 2^/2 + 

(See note bottom of page 7,) 

Physical Training 

{See Bulletin J, High School Series) 

Classroom Gymnastics .... "j 

Gymnasium V _ 4 

Health Projects ) 



Reviews 

Elementary School Subjects — 2j4 

CURRICULUM OF A SMALL SCHOOL 

Emphasis has previously been laid on the fact that pupils, when 
they reach the high school age, should find curricula in the high 
school sufficiently varied to meet their needs. Educationally, there- 
fore, a high school should be large enough to warrant the establish- 
ment of such varied curricula. The rule that for four years of 
work there must be at least three teachers devoting their entire 
time to the high school is designed to meet this situation. Variety 
in curricula, however, must be limited in specific cases to existing 
conditions. It is a grave mistake for a small school, with its limita- 



37 

tions in the number of teaching periods, to attempt to carry out the 
program of a large high school. 

It will be generally accepted that the small high school, enrolling 
from 75 to loo pupils, presents in many respects as favorable con- 
ditions for effective work as the large high school, providing com- 
petent teachers are employed. The tendency unfortunately in some 
districts is to pay low salaries, to make frequent changes of teachers 
and to provide inadequate laboratory and library facilities. 

From the subjects listed above and with the figures given in table 
I as a basis, and from a study of type programs of studies, curricula 
especially adapted to a particular district may be organized within 
the limitations of teaching force and equipment. It will he far 
better for a small school to organise a single curriculum which shall 
he well taught than to attempt to spread its energies over several 
curricula. The important element in the approval of a school is the 
quality of its zvork and not the extent of its curricula. 

Additional elements in the approval of a high school are the 
adequacy of the facilities and equipment, the neatness and general 
orderliness of the rooms, building and grounds, and the character 
and neatness of the outhouses. 

PRESENT DAY PRACTICES 

In the organization and administration of secondary schools the 
following practices, sanctioned by experience, should in general be 
observed : 

1. The number of prepared recitations per week for each pupil 
should not exceed twenty, except in unusual cases. 

2. To assist a pupil to acquire and establish right habits of study, 
some recitation periods in each subject should be spent in recitation- 
study with the teachers. 

3. Pupils should not be permitted to begin more than one foreign 
language in a given year. A foreign language having been begun, 
it should be studied at least two years. Wherever possible, oppor- 
tunities for four years of work in either German or French should 
be afforded. 

4. The following elements are deemed essential to a well-balanced 
curriculum, and should in general be prescribed for all pupils : Eng- 



38 

lish ; social science, including history and economics ; natural science ; 
practical arts ; physical training. 

5. Most subjects of the curriculum should be expressed in courses 
extending throughout at least one year. 

6. The high school being recognized as a place of testing as well 
as of training, there should be flexibility in the administration of 
the program of studies. Curricula being schematic organizations 
of the various units of subject matter, each leading to a definite 
goal, they should not, when once chosen, hold a pupil to their 
continued pursuit if all evidence indicates that an unwise choice 
has been made. With the consent of parents and the principal 
changes should be allowed. 

7. In exceptional instances pupils should be permitted to com- 
plete a curriculum in less than four years, provided that all work 
is done in regular class exercises. 

8. In all classes in natural science, drawing and practical arts 
two consecutive periods should be devoted each week to recitation. 

9. In general, it may be said that in a school with from three to 
six teachers, economy and ease of administration require that the 
various curricula shall be so related as to form practically one cur- 
riculum consisting of the general elements mentioned in section 4, 
and such optional subjects as may be necessary for pupils seeking 
different ends. 

10. In small schools, combination of classes and alternation of 
subjects by years are feasible when one year's work is not too closely 
dependent upon that of another. For example, by a combination of 
third and fourth year classes, physics and chemistry may be given 
alternate years. Similar combinations and alternations may be 
made with classes in history, algebra and geometry and literature. 

11. In the assignment of subjects and in the number of recitation 
periods, due regard should be had for the out-of-school work de- 
volving upon teachers. Teachers of English, for example, have 
many themes to correct each week, and teachers of laboratory sci- 
ence and manual activities must spend much time in the preparation 
of apparatus and material. 



39 

12. In general, the number of daily periods of classroom instruc- 
tion given by any one teacher should be at least one less than the 
total number of periods per day, and the total number of periods a 
week per teacher should not exceed 30. It is highly desirable that 
this number be 25. 

13. Thirty is recognized as the maximum number of pupils in 
any recitation division or class in the high schools. The number 
should be kept to 25 if possible. Laboratory divisions should not 
exceed 20 pupils. 

14. The academic counts required for graduation should be from 
a minimum of 76 (rule 3 d, page 6) to a maximum of 84. 

NOTES ON PROGRAM OF STUDIES 

1. Although three foreign languages are mentioned, it is not sup- 
posed that in a small school more than one will be taught. If Latin 
is the language chosen, instruction for four years is suggested. If 
either German or French is offered, the instruction should cover 
three years of work. Only the large schools will be able to offer 
more than one foreign language, or to offer four years of a modern 
language. 

2. In the first year a course combining algebra and plane geometry 
is r.uggested. Such a course is sometimes known as "First year 
m_. hematics." These phases of mathematics when taught sep- 
aic-vCly as algebra and geometry tend to take on the rigid form of a 
hudl science, and result in a formalism in method of presentation. 
When correlated it is relatively easy to get a method of approach 
which is largely inductive, and the pupil more firmly grasps mathe- 
matical truths. Further, the pupil is shown that facts of quantity 
have different modes of treatment, and frequently the superiority 
of method of each may be made clear. 

3. The courses in natural science for the first year are either 
elementary science, or physical geography and elementary agri- 
culture. 

The purpose of the course in elementary science is to give the 
pupil not only an interpretation of common phenomena, but also 



40 



PROGRAM OF STUDIES FOR A 
SPEQAL REFERENCE T 



ELEMENTS OF A Grarfp- TX PEiuons 

CURRICULUM VJIdUC i.A ^^^ ^.j^j^j. 

English Language (a) Composi- 

and Literature tion, Oral 

and Writ- 
ten 

(b) Spelling 
Grammar 

(c) Literature 

Foreign Language Latin 



Grade X 



PER WEEK 



y 5 



(a) Composi- 

tion, Oral 
and Writ- 
5 ten 

(b) Spelling 
Grammar 

(c) Literature 



y 4 



Latin or 
German or 
French or 
Spanish 



Mathematics 


♦Algebra and 


1 








Business and ~ 








Plane 


[ 


5 


5 




Industrial 


> 5 


5 




Geometry 


J 








Arithmetic . 








Algebra 




5 


5 




Plane 
Geometry 


5 


6 


Social Science, includ- 


Community 


T 
J 








Early Euro- "^ 






ing History 


Civics and 


4 


4 




pean His- 


■ 4 


4 




Study of 




tory 








Vocations 














Natural Science 


Elementary 










Biology "^ 






(See Notes) 


Science 
Physical 
Geog- 


■1 


4 
4 


4 
2 


(a) 


(Agricul- 
tural) 
Botany 








raphy 




(b) 


Zoology 


- 7 


6 




(% year) 










(Animal 








Elementary 










Hus- 








Agricul- 




4 


2 




bandry) 








ture 




(c) 


Hygiene ^ 








{\i year) 


, 














Practical Arts and Es- 


Drawing 


T 








Drawing, 






thetic Arts 


Freehand 
or Me- 




2 


1 




Freehand 
or Me- 


■2 


1 






chanical 


J 








chanical 






Miscellaneous Subjects . . 


Manual 


1 








Manual 








Training 


, 


2 


1 




Training 


-2 


1 




(Shop 










(Shop 








Work) 


, 








Work) J 








Cooking 




2 


1 




Cooking 


2 


1 




Sewing 




2 


1 




Sewing 
Accounts 
(Book- 
keeping) J 


2 


1 
6 




Music 










Music 








Physical 










Physical 








Training 










Training 






*Note 2, page 39. 



















41 



SMALL HIGH SCHOOL WITHOUT 
COLLEGE PREPARATION 



Grade XI 



Grade XII 



(a) Composi- 

tion 

(b) Literature 



(a) Composi- 

tion 

(b) Literature 



Latin or ] 






Latin or ^ 






German or 


5 


5 


German or ( 


- 5 


5 


French or 


French or [ 


Spanish J 






Spanish J 







Intermediate 
Algebra 
(% year) 

Solid Geom- 
etry (% 
year) 



2% 



2% 



Modern 


1 




United 1 


1 




European 


r 4 


4 


States 1 


L A 


4 


History 


1 




History 










and Civics 












Economics 


5 


5 



Applied or 
General 
Physics 



Applied or 
General 
Chemistry 



Drawing 




2 


1 


Drawing (2) 


1 


Manual 
Training 


} 


2 


1 


Manual ).. 
Trammg S^^ 


1 


Accounts 
(Book- 
keeping) 
and 

Business 
Practice 


^ 


5 


5 


Review of -i 
Elemen- ^ 
tary Sub- P 
jects 


2% 


Music 
Physical 
Training 








Music 
Physical 
Training 





42 

a view of the field of science which may be studied later as biology, 
physics and chemistry. 

The work in physical geography and elementary agriculture should 
be made as concrete and practical as the facilities of the school will 
allow. 

In the second year the course should deal with the principles of 
biology and their applications in the fields of botany and zoology in 
relation to the farm. The same viewpoint is suggested for the work 
in physics in the third year and chemistry in the fourth year. 

In general, the instruction in music will be in the form of chorus 
singing. This should find a place in all school curricula. Where 
special opportunities are at hand for systematic class instruction in 
vocal music, courses should be offered, for which academic counts 
may be given. 

The course in community civics and a study of vocations 
is designed to lead a pupil to see the importance and significance 
of the elements of community welfare, among which are protection 
of life and property, health, recreation, education, civic beauty, 
communication, transportation, etc.; to know the social agencies 
that exist; to secure these elements of community welfare; and to 
recognize his civic obligations, present and future, and to respond 
to them by appropriate action. The study of vocations is designed 
not only to help a pupil choose his vocation intelligently when the 
time comes to make such a choice, but to give him respect and 
appreciation, and should thus develop a better understanding between 
citizens of diverse callings. 

Physical training is required by law for all pupils. For the girls, 
domestic hygiene, first aid and nursing are also required. 

GENERAL CURRICULA 

From the program of studies given on pages 40 and 41, at least 
two curricula may be organized, one with and the other without a for- 
eign language. These and the following curricula are offered to 
school officials as suggestions only. They may be modified, subject 
to approval, to meet local conditions. 



43 



WITHOUT A FOREIGN LANGUAGE 



Grade IX 



English 5 

Algebra and Plane Geometry 5 
Community Civics and a 
Study of Vocations (page 

42) 5 

Elementary Science 5 

Drawing 2 

Manual Training 2 



Grade X P( 

English 

Business and Industrial 

Arithmetic 

Biology (see note 1) 
Early European 

Choose J History 

two i Accounts (Elemen- 
tary Bookkeeping 
note 3) 



Drawing 

Manual Training 



Grade XI Periods Coui 

English 4 4 

Applied Physics (see note 4) 7 5 
Algebra % 

Solid Geometry % . 5 5 
Choonej Modern European 

two 1 History 4 4 

Accounts (Book- 
keeping) 5 5 

Elective 

Drawing 2 1 

Manual Training 2 1 



Grade XII 



Perloda 



English 4 

U. S. History and Civics.... 4 
Review of Elementary Sub- 

5 

Agricultural Chem- 
istry (see note 2) 7 

Economics 5 

Electives 4 or 5 

Elective 

Drawing 2 

Manual Training 2 



jects 



Choose 
two 



2% 



6 

5 

4 or 5 

1 
1 



20 or 21 



20%+ 



Note 1. Biology should include botany with special reference to the 
plant life of the locality, and may well include phases of fruit growing, 
as well as flower and vegetable gardening. 

Biology should also include a study of life as represented in the animals 
and insects of the farm or village. 

Note 2. Applied physics and applied chemistry refer to the application 
of the principles of these sciences to the aflFairs of the farm or the house- 
hold. 

Note 3. The bookkeeping requires daily preparation outside of class. 

Note 4. Physics and chemistry may be given alternate years, pupils of 
grades XI and XII being combined. 



44 



U. WITH ONE FOREIGN LANGUAGE 



Grade IX 



English 5 

Algebra 5 

Community Civics and 

Study of Vocations 5 

Latin or Elementary Science 5 

Drawing 2 

Manual Training 2 



Grade X Perlo^ 

English 4 

Plane Geometry 5 

Latin or German or French.. 5 

f Biology 6 

Early European 

Choose J History 4 

one i Accounts (Elemen- 
tary Bookkeep- 
ing) 5 

Drawing 2 

Manual Training 2 



Grade XI Perio< 

English 4 

Applied Physics 7 

Latin, German or French.... 5 
Algebra % 

Solid Geometry %, 5 
Choose Modern European 

History 4 

Accounts (Book- 
keeping) 5 

Elective 

Drawing 2 

Manual Training 2 



, Grade XII Periods 

English 4 

U. S. History and Civics.... 4 

Latin, German or French.... 5 

Review Elementary Subjects 5 

Choose J Applied Chemistry 7 

one ] Economics 5 

Elective 

Drawing 2 

Manual Training 2 



4 
4 
5 
2% 

5 
5 

1 
1 



20 or 21 

See notes under Curriculum I, page 43. 



45 



Counts 


Counts 




15 


2 


17 











10 





10 


10 


11 


21 


10 


5 


15 



ANALYSIS OF CURRICULUM I 

Expressed in terms of Table i, page 31, Curriculum i, 
page 43, may be analyzed as follows : 

Cnrrlculum Curriculum I, Page 43 Total 
III an a type From A From B & C Counta 
Counts) 

English Language and Literature. ... 15 

Foreign Language 

Mathematics * 10 

Social Science 10 

Natural Science 10 

Additional Academic Counts 10 

Subtotal 55 45 18 

From C 

Accounts 10 

Drawing 2 

Practical Arts Manual Training 2 

and 20 J Review of Ble- 
Miscelianeous Subjects | mentary Sub- 
jects 2\4 



Note. Among the choices offered the following were taken: Early Euro- 
pean History, Modem European History, Economics, Chemistry. 

From the foregoing analysis it will appear that the following 
subjects were taken for three years each — English, 17 counts; Social 
Science, 21 counts; Natural Science, 15 counts; and the following 
for two years each — Mathematics and Bookkeeping. 

It is evident therefore that the 79 counts required for graduation 
do not represent merely the accumulation of a fixed number of 
points, but are made up of three major subjects, of at least 15 counts 
each, and two minor subjects of 10 counts each, together with 6 
scattering counts. 

An analysis of a curriculum such as is given above may serve as 
an aid in checking up, in accordance with a typical curriculum, 
(table I, page 31) and in showing the relative emphases given to 
the different elements. 



46 



CURRICULA OF A SMALL, SCHOOL 

Enrollment: grade IX, 20; grade X, 14; grade XI, 15; grade XII, 

10; total, 59. 
Teachers, 3 ; principal teaches two periods a day. Seven period day. 



Take 
two 



Take 
two 



Take 
three' 



General 

Periods 

English 5 

Algebra 5 

Latin 5 

Ancient History .... 4 

Elementary Science.. 5 



GRADE IX 
Counts 

5 

5 

5 

4 

. two 



Take 



Commercial 

Ferioda 

English 5 

Bookkeeping 10 

Algebra 5 

Ancient History .... 5 
Elementary Science. . 5 



Take 

two 'i 



English 

Plane Geometry .... 

Latin 

German 

Botany and Zoology. 



English 

C Physics 

Intermediate Algebra, 

^ year 

Solid Geometry, % 

year 

Latin 

German 

English 

U. S. History and 

Civics 

r Chemistry 

Latin 

German 

Trigonometry, % 

year 

Review of Elemen- 
tary Subjects, ^ 
year 



GRADK X 



5 English 5 

5 Bookkeeping 10 

5 Commercial Arith- 

5 metic 5 

5 Take ( German 5 

one \ Plane Geometry .... B 

GRADE XI 

5 English B 

5 Stenography 5 

Typewriting 5 

2^ Commercial Geog- 
raphy 4 

Physics 6 

German 6 



Take 
one 



2^ 

6 

6 

GRADE XU 

4 

4 
5 
5 
5 



Take 
one 



English 4 

Stenography 5 

Typewriting 5 

Business Law and 

Economics 5 

U. S. History 4 

German 6 



2% 



Connta 
6 
5 
5 
5 
4 

5 
5 

S 
S 


B 
6 

2% 

4 
S 
S 



4 
6 

6 

4 
B 



Notes: Physics and chemistry alternate years. 

Cicero (Latin XI) and Vergil (Latin XII) alternate years. 

75 counts necessary for graduation, excluding physical training. 

75 per cent passing mark in each subject. 

Each science has one double laboratory period weekly. Note-books 
required. 

Two years of a foreign language required for credit, except for rea- 
sons of weight, when one year may be accepted. 

No pupil will be permitted to carry more than four subjects a year, 
except by special permission of the principal. 



47 



CUBKICULA WITH AGRICHLTCBAI AND HOMEMAKTNG APPLICATIONS 



GRADE IX 



Boys 
Periods Counts 



Girls 
Periods Ooonta 



English 5 

Algebra and Plane 
Geometry (see note 2, 

page 39) 5 

Community Civics and 
Study of Vocations 

(see page 42) 4 

Elementary Science .... 5 
Drawing, Mechanical... 2 

Manual Training 2 

(Farm Carpentry) 



English 5 

Algebra and Plane 
Geometry (see note 2, 

page 39) 5 

Community Civics and 
.'^tudy of Vocations 

(see page 42) 4 

Elementary Science 5 

Elementary Sewing ... 2 
Elementary Cooking . . 2 



English 5 

Business and Indnstrial 

Arithmetic 4 

Biology^ 5 

Early European His- 
tory 4 

Drawing, Mechanical . . 2 

Farm Blacksmlthing. . 2 



English 

Elementary Bookkeep- 

ing= 

Agricultural Physics^i. 
Road Building, or Mar- 
ket and Flower Gar- 
dening, or Field Crops 
(^4 year each) 



History 



English 

United States 
and Civics 

Chemistry, Agricul- 
tural, Household'. . . 

Rural Economy and 
Farm Management.. 



21 

GRADE X 

5 English 5 

Business and Industrial 

4 Arithmetic 4 

6 Biology' 5 

Early European His- 

4 tory 4 

1 Dressmaking 2 

1 Cooking 2 

20 

GRADE XI 

4 English 4 

Kiementary Bookkeep- 

5 iug= 5 

3 Agricultural Physics'. 5 
Household Decoration 

and Household Me- 
5 chanieal Appliances. . 5 

19 

GRADE XII 

5 English 5 

Fnited States History 

5 and Civics 5 

('hemistry, Agricul- 

5 rural. Household'. . . 5 

Advanced Physiology 

4 and Hygiene and the 
— elements of Nursing, 

19 also Laundering .... 4 



'See note 1, page 43. 

"Requires outside preparation. 

'See note 2 under Curriculum I, page 43. 



48 



Note. It will be observed that the above curriculum does not aim to 
give skill in the vocation of farming or housekeeping, but through the 
subjects offered pupils will be led to get an insight into the problems 
of a rural community and of a household. 

Housekeeping is fundamentally a part of the home life of most girls 
and they should become intelligent in performing its duties. The study 
of agriculture has for many boys a greater educational value than older 
traditional subjects. 

BUSINESS CURKICCLUM 



For Clerical Positions 



GRADE IX 

Periods 

English 5 

Commnnity Civics 5 

Arithmetic 4 

*Bool£keeping 5 

Drawing 2 

Physical Training 2 



Counts 
5 



GBADi: X 



Periods 

English 5 

♦Bookkeeping ... 5 

r Modern Language 5 

Choosej Early European 5 

two S History 5 

[ Biology 6 

Drawing 2 

Physical Training 2 



Coants 
5 
5 
5 
5 
5 
5 
1 
1 



Choose 
three 



GRADE XI 

Periods 

English 5 

Stenography 5 

Typewriting 5 

Modern Language 5 
Modern European 

History 5 

Physics 7 



GRADE XII 



Counts 
5 

5 

2% 

5 

5 
5 



English 

Economics 

Commercial Law., 
United States His- 
tory and Civics, 

Stenography 

Typewriting 

Chemistry 



Periods 
5 
3 

2 



Connts 
5 
3 

2 



2% 
5 



♦The above curriculum makes emphasis possible upon both bookkeeping 
and stenography or upon bookkeeping only. The bookkeeping should re- 
quire daily preparation outside of class unless double periods are pro- 
vided. 



49 



COLIiEGE PREPARATORY CURRICULA 



1. Classical 



GRADE IX 

Feriodfl 

English 5 

Latin 5 

Algebra 5 

Ancient History . . 5 

Physical Training 2 

GRADE XI 

Ferioda 

English 5 

Latin 5 

♦French or German 5 
tChemistry 7 

or 
Intermediate Alge- 
bra 5 

and 
Solid Geometry... 5 

or 
Intermediate Alge- 
bra 5 

or 
tPlane Geometry. 5 



Coants 
5 
5 
5 

5 
1 



Coants 
5 
5 
5 
5 



2% 
2% 



Choose 
one 



GRADE X 

Periods Counts 

English 5 5 

Latin 5 5 

French or German 5 5 

Plane Geometry.. 5 5 

or 

tEnglish History. 5 5 

GRADE XII 

Periods Connta 

English 5 5 

Latin 5 5 

French or German 5 5 
Intermediate Alge- 
bra 5 214 

Intermediate Alge- 
bra and Chemis- 

ti-y 71^ 7% 

Intermediate Alge- 
bra and Physics 7% 7% 
Intermediate Alge- 
bra and Trigo- 
nometry 5 5 



2. Technical School 



GRADE IX 

Periods 

English 5 

Algebra 5 

Ancient History 5 

Physical Geography. . . 5 
or 

Elementary Science 5 

Physical Training 2 

GRADE XI 

English 5 

French or German 5 

Intermediate Algebra 

and Solid Geometry. . 5 
Physics 7 



Counts 
5 
6 
5 
5 

5 
1 

5 
5 

5 
6 



GRADE X 

Periods Counts 

English 5 5 

♦French or German. ... 5 6 

English History 5 5 

or 

Biology 6 5 

Plane Geometry 5 5 

Physical Training 2 1 

GRADE XII 

English 5 5 

United States History 

and Civics 5 5 

Chemistry 7 6 

Algebra and Plane 

Trigonometry 5 6 



*The language chosen should be determined by the recommendation of 
the higher institution the pupil intends to enter. 

tFor entrance to most of the women's colleges it is preferable to take 
chemistry in the eleventh grade, deferring the intermediate algebra to 
the twelfth year. 

JThe entrance requirements of the college in view will determine the 
elective here and in the succeeding years. 



50 

HOrSEHOLD AKTS CUKBICULCM 
GBADB IX GRADE X 

Periods Counts Periods Connta 

English 5 5 English 5 5 

Community Civics 5 5 Early European His- 

Elementary Science ... 5 5 tory 5 5 

Drawing 2 1 Biology 6 5 

Sewing 2 1 Drawing 2 1 

Cooking 2 1 Sewing 2 1 

Physical Training 2 1 Cooking 2 l 

Physical Training 2 1 

GRADE XI 

Periods Counts (SRADE XII 

English 5 5 Periods Coanta 

Modern European His- English 5 5 

tory 5 5 United States History 5 5 

Applied Physics 7 5 Applied Chemistry 7 5 

Drawing 2 1 ' Drawing 2 1 

Sewing 2 1 Sewing 2 1 

Cooking 2 1 Cooking 2 1 

Elective 



Economics 3 3 

Music, chorus singing throughout the four years. 

TEACHERS MEETINGS 

High schools which have curricula extending over but two or 
three years will be somewhat influenced by the curricula of the 
four year schools to which pupils may go. 

The necessary adjustment of work should be made with the 
supervising principal or principal of the receiving schools and also 
in conjunction with the county superintendent. 

Not only should the administrative officers of both schools confer, 
but conferences among the teachers, both within and without the 
district, should be frequent. A stronger spirit of cooperation, com- 
mon standards of judgment and a smoothing of the way for those 
who enter upon the new life of the high school, will result. 

Monthly or bimonthly meetings of high school teachers, which 
should also be attended by teachers of the seventh and eighth grades, 
are absolutely necessary for unifying and vitalizing the work of the 
school. In addition to the usual matters of administrative routine 
and the discussion of methods of teaching, the needs of particular 
pupils and topics concerning the relation of the school to the life 
and spirit of the community should have a large place. Thus not 
only may "team play" be established within the school, but a union 
of the school with the cultural forces of the community may be 
effected. 

(See Adjustment of Pupils, page 23.) 



51 



SCHOOL RECORDS 

The keeping of adequate school records is a phase of high school 
administration of very great importance. Current records are 
necessary for the making of reports, and permanent records are 
necessary for reference from time to time. Whenever possible all 
records should be kept in a fireproof safe or vault. Every pupil 
who has attended a high school has a right to expect that the 
record of what he did there will be kept and that it will be available 
at his request. (See figure i.) Much would be gained if each pupil 
at graduation were given (on Form D 29) a certified statemient of 
the work he took in his high school course. The legal demands of 
the various professions for evidence of preliminary academic edu- 
cation are an added reason for accurate records of scholarship and 
attendance. Moreover, records give to the school administrator 
information as to how the individual teacher performs his duties. 
Another value is found in the knowledge given of the efficiency of 
the school system as a whole. 

In the larger schools the blank forms will be printed in the school 
printing shop; in smaller schools they may be mimeographed or 
typewritten. Following is a list of standard forms. Some schools 
may combine on one card the data here distributed on several. 

1. Registration blank. For first admission to high school. 
This should include name, age, birthplace, vaccination record, resi- 
dence (street number), telephone number, school and grade last 
attended ; parent's name, residence, occupation, business address and 
telephone number; curriculum, grade entering, credentials presented. 

2. Enrolment or program card. This is filed at the beginning 
of each semester and contains a list of the subjects taken during 
the last semester and a list of subjects for the new^ semester, with 
space for the approval of teachers ; also the name of the curricu- 
lum followed and the number of credits hitherto earned. 

3. Attendance records. These include daily attendance reports 
from teacher or teachers taking the roll, and reports of absences 
from class or study room. The school register should be used as a 
permanent record of attendance, and should be faithfully kept. 
Except in small high schools excuse blanks for absence and for 
early dismissal are necessary ; also cards for readmission after ab- 
sence. 



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E-Examination 
A— Absent From 
Examination 


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53 



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54 



FIGURE 2 
TEACHER RECORD 



.Public Schools, High School Department 



SCHOOL 



YEAR 



SUBJECT I 

OF I 

INSTRUCTION 



M 



%E 



^oS 



M%1 



%F 



(To be con 
tinued below as 
needed) 



E — Excellent I — Inferior 

S — Superior F — Failure 

M — Medium 



55 

4- Pupil's report card. This gives estimate of pupil's work 
either in percentages or appropriate characters, and is issued at the 
end of a month, six weeks, or a quarter; to be signed and returned 
by the parent. 

5. Class record. The report for filing, made by the teacher 
for each class. It should include a statement of the marks of each 
pupil for each report period (month, six weeks, or quarter) and 
for the semester examination, and the final marks for the semester, 
and should specify the number of recitation periods a week given 
to a subject. 

6. Teacher record. This is the record of a teacher for all his 
classes. The columns from left to right should show : ( i ) the 
calendar year; (2) the subject taught; (3) the class of the school 
in which the subject was taught, e. g., grade IX; (4) the absolute 
number of marks assigned to the class in the subject; and (5) the 
percentage which the number of each mark is of the whole number 
of marks assigned to the class in the subject. (See figure 2.) 

7. Certificate of marks for the transfer of pupils (Form D-29). 

8. Record of work accomplished by each class. The following 
form is suggested for the teachers' reports to the principal. 

High School at 

SUMMARY OF CLASS WORK LN 

For the Year 19 -19 

Time 

Periods a week for weeks. 

S<»pe 

1. Textbook used, giving exact amount covered and parts omitted 

2. Supplementary work supplied by the teacher 

3. Work by pupil (aside from mastery of text) 

Note. Where the work varies from day to day or from month to month 
give the studies in the order of change, stating: 

(a) The time in weeks spent on each text or subject 

(b) The exact amount covered in each case 

(c) The dates between which the work fell 



56 

Method 

1. Character of oral classroom work 

2. Frequency and character of written tests 

8. Reviews 
Examinations 

1. Time 

2. Scope 

3. Character 
Results 

Comments, Suggestions 

9. Property records. These are absolutely necessary for any 
business-like management of the school property, and should be 
begun in all schools which do not already have them. 

A. Records for textbooks: (i) Forms for charging books to 
teachers and pupils. (2) Textbook record, with blanks for the 
following information : number of copies, title, author, publisher, 
edition, use, cost, date purchased, final disposition, shelving. (3) 
Shelf-list for stock-room. Some schools have an annual stock 
record showing number on hand, number unfit for use, number re- 
quired for ensuing year, number of new volumes to be purchased. 

B. Library record. The accession catalog is the best record. 
A good charging system should be followed. Full information re- 
garding library forms may be secured by addressing the State 
Library, Trenton. 

C. Equipment records. These are for laboratory apparatus, 
manual training, domestic science and g}^mnasium equipment, maps, 
etc., and should contain an itemized list of the various articles in 
stock, the kind, the date purchased, the firm from whom purchased, 
the cost, and the disposition. 

Additional forms are sometimes required, as charge slips for 
material and labor in industrial arts, doctor's and nurse's certificates, 
teacher's reports of work. 

10. Reports to the Commissioner of Education. At the end of 
each school year, June 30, the principal of each high school is re- 
quired to report upon the work of the school on blanks prescribed 
by the Commissioner of Education (Form A 6). These reports 
are of value, not only for their statistical data but also for the 
records of class work they contain. Such records are sometimes 



57 



needed when local records are unobtainable by a person asking for 
credentials, or when it is desired to compare during different years 
the work accomplished in any subject. 



HIGH SCHOOL GRADUATES IN THEIR RELATION TO 
A. STATE NORMAL SCHOOLS 

GENEKAL PKEPABATION 

Under a rule of the State Board of Education (rule 6) properly 
certified graduates of an "approved high school" are entitled to 
admission, without examination, to the two year professional courses 
of the State Normal Schools at Trenton, Montclair and Newark. 

A resolution of the State Board of Education states : 

"A certificate from an approved high school should count from 
72 to 80 points and should include those subjects that are essential 
to the normal required units in methods, including drawing, plane 
geometry, algebra, botany, zoology, history, the college entrance 
requirements in English, and for the domestic science course, physics 
and chemistry; for, though admitted on certificate, applicants are 
of necessity conditioned unless prepared for the required units. A 
full course in one foreign language is preferable to partial courses 
in two or more." 

Every graduate of an approved school must, upon entering a 
normal school, present, in addition to his diploma, a statement from 
the principal of the high school from which he has been graduated 
to the following effect • 

The record of the above applicant for character and accuracy in schol- 
arship (including such elementary branches as spelling, penmanship, 
geography, American history, arithmetic, English grammar and com- 
position) is such that I believe the applicant will be successful in the pro- 
fessional work of a normal school. 

It becomes the duty, therefore, of each high school principal to 
satisfy himself that each graduate recommended for a state normal 
school has the necessary knowledge of the elementary subjects 
indicated. A candidate admitted to any one of the state normal 
schools is placed on probation for the first half year. The prin- 



58 

cipals are directed by the State Board of Education "to exclude at 
the end of the first half year such students as are unable to pass 
the prescribed examinations in the work of that half year, including 
English composition, spelling and arithmetic." 

In addition, the principals of the normal schools are requested to 
report to the committee on normal schools of the State Board of 
Education the names of any students so excluded, together with 
the high school from which each student has been certified. 

Blank forms used in admitting pupils to the normal schools may 
be obtained from the normal school principals. 

SPECIAL, PKEPABATION 

Expressed in general terms, the equipment which candidates 
entering the normal schools should bring to their work involves : 

1. The habit of speaking and writing good English. 

2. The habit of spelling correctly. 

3. Some knowledge and appreciation of good literature. 

4. An elementary acquaintance with the history of Greece, 
Rome and England. 

5. The ability to read at least one foreign language. 

6. Such a knowledge of natural phenomena as may be gained 
from laboratory courses in two sciences, preferably physics and 
chemistry. 

7. The ability to draw from the object. 

8. The ability to read music. 

9. A knowledge of algebra and of the elements of plane 
geometry. 

10. A recent review of arithmetic, geography, United States 
history and English grammar. 

A student who is deficient in any of these requisites will find the 
work of the normal school proportionately difficult. 

Following are extracts from the catalogs of the three State 
Normal Schools: 

STATE NOBMAI. SCHOOL AT TRENTON 

A certificate from an approved high school should count from 72 to 80 
points, and should include those subjects that are essential to the normal 



59 

required units in methods, including drawing, plane geometry, algebra, 
botany, zoology, history, the college entrance requirements in English; 
for the manual training course, physics; for the domestic science course, 
physics and chemistry; for though admitted on certificate applicants are 
of necessity conditioned unless prepared for the required units. (See de- 
scription of units.) 

A full course in one foreign language is preferable to partial courses 
in two or more. m 

Students in the general course who have not had physics and chemistry 
in the high school will be required to take both in the Normal School; 
those who have had but one will be required to take the other 

A person desiring to be admitted on examination should submit the 
subjects on which he wishes to be examined. If these subjects are the 
equivalent of a four-year high school course, questions will be made out 
on them. This arrangement is made in order that the various courses of 
the high schools may be recognized. 

STATE NORMAL SCHOOL AT aiONTCLAIK 

A certificate from an approved high school should count from 72 to 
80 points, and should include those subjects that are essential to the 
Normal required units in methods, including drawing, plane geometry, 
algebra, botany, zoology, history, the college entrance requirements in 
English; for, though admitted on certificate, students are of necessity 
conditioned unless prepared for the required units. 

A full course in one foreign language is preferable to partial courses in 
two or more. 

While physics and chemistry are not required for admission, high school 
courses in these subjects will aid in the understanding of our nature 
study courses. If a student has also had a recent review of arithmetic, 
geography. United States history and English grammar, she will find 
the work of this school easier. Students who have not had plane geome- 
try in the high school will be conditioned, and they will be required to 
pass an examination in that subject in the Normal School. Courses in 
the reading of music and in English history or modern European history 
are advised. 

STATE NOKMAL SCHOOL AT NEWAKK 

A graduate of any four-years' course of a school on the approved list 
is admitted without examination. The State Board of Education requires 
that "A certificate from an approved high school should count from 72 
to 80 points, and should include those subjects that are essential to the 
Normal required units in methods, including drawing, plane geometry, 
algebra, botany, zoology, history, the college entrance requirements in 



6o 

English, or the equivalent." It is advised that students review, while in 
high school, arithmetic, geography, United States history and English 
grammar. It is also advised that students take courses in the reading 
of music, and in American or modern European history. Students who 
are deficient in spelling or in the mechanics of written English will be 
dropped from the school. 

For further details see the annual catalogs of the schools. 

B. TEACHERS CERTIFICATES 

After September i, 1916, each candidate for a limited elemen- 
tary certificate by examination must: 

1. Be a graduate of a four year course in an approved high school, 
or have received an equivalent education ; and also 

2. Have successfully completed a six weeks' session of a New 
Jersey State Summer School or a summer school approved by the 
State Board of Examiners, at which school the applicant shall have 
taken a course in School Management, a course in School Methods 
of Teaching Elementary Subjects and a course in Physical Train- 
ing, before he will be permitted to take the examijvations leading to 
said certificate. 

After June i, 1918, he must also have successfully completed two 
six weeks' sessions of a New Jersey State Summer School or a 
summer school approved by the State Board of Examiners. 

Applicants for the Special Kindergarten, Modern Language, 
Stenography and Typewriting, Physical Training, Agricultural and 
Elocution certificates, respectively, must be graduates of a four 
year approved high school. 

Evidence of work done in an approved high school must be given 
on the form shown on page 67, and forwarded through the county 
superintendent to the Commissioner of Education at Trenton. For 
full particulars regarding Teachers Certificates the pamphlet of the 
State Board of Examiners should be consulted. 

C. LAW 

To enter the profession of law in New Jersey, each candidate, 
in addition to other qualifications, must present to the State Board 



6i 

of Bar Examiners a "qualifying academic certificate" issued by the 
Commissioner of Education, showing that the appHcant has com- 
pleted an approved four year high school course or its equivalent. 
This certificate may be obtained either by the presentation of satis- 
factory secondary school credentials in accordance with the plan 
described on page 6y, entitled "Records from approved schools," 
or by securing ^2 academic counts as described on page 69 of 
this bulletin. 

For the full conditions governing preliminary examinations appli- 
cation should be made to the Clerk of the Supreme Court, State 
House, Trenton. 

D. MEDICINE 

Prospective medical students should, before matriculating at a 
medical college or medical school, secure a "qualifying academic 
certificate" from the Commissioner of Education at Trenton. IJp 
to July I, ipip, no person will be permitted to take the examinations 
for license to practice medicine and surgery in this State who cannot 
present a "qualifying academic certificate" showing that before he 
entered upon the study of medicine he had completed an approved 
four year high school course or its equivalent (see page 65). 

This means that no person beginning the study of medicine on or 
after July i, 1914, can enter a medical college or medical school 
without complying with the above conditions. 

On and after July i, ipip, and July i, 1920, respectively, the 
following law governs all candidates who apply for the examinations 
of the State Board of Medical Examiners : 

A. From and after the first day of July, one thousand nine hundred and 
nineteen, no person shall be admitted to examination for license to prac- 
tice medicine or surgery, unless he shall present to said board a certifi- 
cate from the Commissioner of Education of this State, showing that in 
addition to, and subsequent to, obtaining the preliminary and academic 
education above mentioned [i. e., an academic education consisting of a 
four year course of study in an approved public or private high school, 
or the equivalent thereof] and prior to commencing his or her study in a 
medical college, he or she had completed a satisfactory course of one 
year in a college or school of art and science approved by the Commis- 



62 

sioner of Education of this State, during which year he or she had studied 
either French or German, and also chemistry, physics and biology. 

B. From and after the first day of July one thousand nine hundred 
and twenty, no person shall be admitted to examination for license to 
practice medicine or surgery, unless he shall present to said board a cer- 
tificate from the Commissioner of Education of this State, showing that 
in addition to, and subsequent to, obtaining the preliminary and academic 
education mentioned in the first paragraph of this section and prior to 
commencing his or her study in a medical college he or she had com- 
pleted a satisfactory course of two years in a college or school of art 
and science approved by the Commissioner of Education of this State, 
during which two years he or she had studied either French or German, 
and also chemistry, physics aod biology. 

C. Every applicant for admission to examination for a license to prac- 
tice medicine or surgery shall, in addition to the above requirements, 
prove to said board that he has received a diploma conferring the degree 
of doctor of medicine from some legally incorporated medical college of 
the United States, which college, in the opinion of said board, was in good 

standing at the time of the issuance of said diploma After 

the first day of July one thousand nine hundred and sixteen, such appli- 
cant shall, in addition to the above requirements, further prove to said 
board that after receiving such degree, diploma or license, he has served 
as an interne for at least one year in a hospital approved by said board. 
(P. L. 1915, Chapter 271) 

A ruling of the State Board of Medical Examiners is as follows : 

This Board will not consider a course of lectures in which the applicant 
has been conditioned in more than one subject satisfactory, unless these 
conditions shall have been passed off before entering a subsequent course. 
If the student be conditioned in a number of subjects sufficient to pre- 
vent his advancing to a higher grade in the same college, that year will 
not be considered as one of the four courses required by this Board, even 
though at another college he be allowed to enter an advanced class; but 
he must take that entire year over, either at the college where he failed 
or at another one. 

ll'ork done in the premedical course of a medical school or 
medical college, xvill not he accepted as meeting the requirements 
of the above law regarding courses in "a college or school of art and 
science" so far as the qualifying academic certificate is concerned. 

Special attention is called to the fact that the above law requires 
the academic qualification to have been satisfied by September i, 



63 

I9i4> and September i, 1915, respectively, at the time the applicant 
for a license began his study of medicine. 

Academic counts secured after the completion of a medical course 
or while pursuing a medical course can be accepted only in accord- 
ance with the supplement to the Medical Act of 1912 (Chapter 152). 

All candidates for medical student certificates whose applications 
rest upon credentials from foreign countries other than those in 
which English is the language of the people, all or any part of 
which are earned or issued in said foreign countries, must pass a 
special examination in English. No counts are granted for the 
special English examination. 

For complete information regarding the regulations governing 
the practice of medicine the applicant should write the Secretary 
of the State Board of Medical Examiners, Trenton. 

E. OSTEOPATHY 

To be eligible for the examinations leading to a license to practice 
osteopathy the applicant must present to the State Board of Medical 
Examiners a "qualifying academic certificate" showing that before 
entering a college of osteopathy he or she had obtained an academic 
education consisting of a four year course of study in an approved 
public or private high school or the equivalent thereof. (See 
page 65.) 

F. DENTISTRY 

A candidate for examination to secure a license to practice den- 
tistry must present a "qualifying academic certificate" showing that 
before entering a dental college he or she had obtained an academic 
education consisting of a four year course of study in an approved 
public or private high school or the equivalent thereof. (See 
page 65.) 

G. CERTIFIED PUBLIC ACCOUNTANCY 

A candidate for examination before the State Board of Public 
Accountants to secure a commission as a Certified Public Account- 
ant, and to append to his name the letters "C. P. A." must present 



64 

a "qualifying academic certificate" showing that he has obtained an 
academic education consisting of a four year course of study in an 
approved public or private high school or the equivalent thereof. 
(See page 65.) 

H. VETERINARY MEDICINE AND SURGERY 

The law relating to veterinary medicine and surgery (P. L. 1902, 
Chapter 18) requires of all applicants a "competent school educa- 
tion." The New York law relating to veterinary medicine and 
surgery requires the completion of an approved four year high 
school course or its equivalent. Since there are no colleges of 
veterinary medicine and surgery in New Jersey, persons desiring to 
enter such a college in New York must present a "qualifying aca- 
demic certificate" covering an approved four year high school 
course or its equivalent. (See page 65.) 

I. OPTOMETRY 

A person who is an applicant before the State Board of Op- 
tometrists for a license to practice optometry must present a "qualify- 
ing academic certificate" showing that he or she has satisfactorily 
completed two years of work in an approved public or private high 
school or has received an equivalent education. (P. L. 1914. Chap- 
ter 222.) (See page 65.) 

J. CHIROPODY 

The law governing the practice of Chiropody requires a com- 
petent common school education (P. L. 1908, Chapter 194). A 
rule of the State Board of Medical Examiners has interpreted the 
expression, "competent common school education," to mean one 
year of approved high school work or its equivalent. Moreover, 
entrance to a reputable school of chiropody requires one year of 
work in an approved high school, or its equivalent. Persons enter- 
ing schools of chiropody in New York must present a "qualifying 
academic certificate" covering one year of work in an approved 
high school or its equivalent. (See p. 65.) 



65 

K. PHARMACY 

There is no specific educational requirement fixed by law (P. L. 
1901, Chapter 51) for persons who desire to practice pharmacy. 
Reputable schools of pharmacy have required at least one year of 
high school work or its equivalent as a minimum condition for en- 
trance. In addition to those students who enter the schools of 
pharmacy within this state there are some who go to other states. 
In the states of New York and Pennsylvania one year of approved 
high school work is required; hence, persons coming from New 
Jersey must present a "qualifying academic certificate" covering one 
year of approved high school work or its equivalent. (See page 
65.) 

L. REGISTERED NURSE 

The law regulating the practice of nursing and governing the 
use of the letters "R. N." for "Registered Nurse" requires that an 
applicant for registration with the New Jersey State Board of Ex- 
aminers of Nurses shall present evidence of having completed one 
year of an approved high school or its equivalent. 

The law does not require that the Commissioner of Education 
shall issue a "qualifying academic certificate." 

Persons desiring to secure credit for work done in an approved 
high school for use outside of New Jersey will need to get the 
proper qualifying academic certificate from the Commissioner of 
Education. 



QUALIFYING ACADEMIC CERTIFICATES 

A "qualifying academic certificate" is defined by law (P. L. 1914. 
chapter 105) as being "any certificate issued by the Commissioner 
of Education certifying that the person to whom the same shall be 
issued has had the preliminary academic education required by the 
rules of the Supreme Court or by any law of this state at the time 
such certificate is issued for admission to an examination for license 
to practice law, medicine, dentistry, chiropody, pharmacy, or for 
license as a certified public accountant, and for any other profession 
or vocation for which a certificate of academic education, issued by 



the Commissioner of Education, is now or may hereafter be re- 
quired by law or by the rules of the Supreme Court." 

The preliminary educational preparation required by the various 
professions is summarized in the table which follows. The number 
of years given in each case means either approved high school work 
or its legal equivalent. 
Teaching: 4 years, plus 12 weeks Certified Public Acountant: 4 

in summer school (see page years. 

60). Veterinary Medicine and Sur- 

Medicine: 4 years, plus (after gery 14 years. 

July I, 1919) college work Optometry: 2 years. 

(see page 61). Chiropody: i year. 

Osteopathy: 4 years. Pharmacy: i year. 

Law : 4 years. Registered Nurse : i year. 

Dentistry: 4 years. 

The requirement of approved high school work or its legal equiva- 
lent may be satisfied in any one of the following ways. 

1. By presenting evidence of having completed a four year course 
in an approved high school (in Optometry, only a two year course; 
in Chiropody, Pharmacy and Nursing, only a one year course). 

2. By passing examinations in high school subjects aggregating 
72 counts, at a minimum of 75 per cent in each subject, required and 
elective (a proportionally less number of counts for the two and 
one year requirements). 

3. By presenting evidence of having completed one or more years 
of approved high school work (each year of such work being 
equivalent to 18 counts) supplemented by examinations in high 
school subjects at 75 per cent in each subject, sufficient to make 
a total of ^2 counts, required and elective. 

4. By presenting evidence of graduation from a college or uni- 
versity of recognized standing. 

5. By presenting evidence of having passed the entrance exami- 
nation required for the literary course (or any other course for 
which the entrance requirement is equivalent to that required for a 
72 count certificate). 

6. By presenting evidence of having matriculated without condi- 
tions in any recognized college or university (this does not include 
professional schools or colleges). 



67 



7- By presenting evidence of holding a New Jersey permanent 
elementary teachers certificate issued subsequent to September i, 
1914. 

RECORDS FROM APPROl'ED SCHOOLS 

Graduates of high schools or persons who have partially com- 
pleted an approved high school course, public or private, may receive 
credit toward the qualifying academic certificate required for any 
of the professions noted above, by submitting upon a form similar 
to the following, a certified account of the high school work accom- 
plished. This blank (Form D 29) may be obtained from the Com- 
missioner of Education, Trenton, or from any county superin- 
tendent. 

Application For State Secondary School Credentials 
In filling out this form the principal or other executive officer should 
state plainly the full name of the applicant, the exact title of the school, 
an accurate description of the curriculum pursued, with date of comple- 
tion of each subject, and authenticate the statement by affidavit or seal. 

This certifies that admission to the curriculum 

(curriculum pursued) 

at New 

(school) (post office) 

Jersey, requires years of pre-academic graded 

work and that 

(name) 

of - „... New Jersey, 

(address) 

an applicant for a^ student 

certificate, did- successfully complete the first year of the 

above curriculum^ in this institution, the following being a correct and 
complete statement of the subjects studied, the time spent, and the stand- 
ings attained : 

riRST YEAB 



No. of 
weeks 



No. of periods 



Minutes 

in 

period 



No. of credits-* 
(Do not write 
In tliis space) 



Standing 
(per cent) 



Date of 
completion 



68 

Standing required for promotion by subject per cent. 

Applicant holds the school diploma dated 

Principal 

Number of points required for graduation, as approved by the State 
Board of Education 

AFFIDAVIT 

6 being duly 

sworn, on his oath saith that the above statement by him is correct and 
true. 

Sworn to and subscribed before me, this day 

of 19 

Notary Public 

' state precisely what credentials are desired: "law," "medical," "dental," 
"pharmacy," "veterinary," "optometry," "chiropody," "nurse," "C. P. A.," 
or "teachers." 

* Supply "not," if the year's work was ^ot fully or successfully completed. 

* Curriculum has hitherto been called "course of study." 

* Credits will be computed at this department. 

» The name and ofBcial title of the person making the afiQdavit must be given. 

(Form D 29) 
KULES GOVERNING THE CUEDITINO OF SCHOOL WORK 

The following rules govern the crediting of secondary school 
records submitted from approved public and private high schools. 

1. All records of complete or partial high school curricula must 
be made on a special blank (Form D 29) and authenticated by seal 
or affidavit. 

2. A total value of y2 academic counts is given to a completed 
four year high school curriculum (see page 21, footnote). 

3. Not more than 18 academic counts will be allowed for the 
completed work of any one year, irrespective of the number of sub- 
jects which may be included in the work of that year. 

4. The first year of high school work must be completed in full 
in order to obtain any credit. The first year having been completed, 
any other academic counts earned in an approved high school, in 
accordance with the terms of its approval, will be credited for their 
face value. (See rule 3.) 

5. In all cases where evidence is submitted of the completion 
of at least one year of approved high school work for which 18 
counts are allowed, the applicant for a qualifying academic certifi- 
cate is given the number of counts to which his entire record entitles 
him, and he will then be definitely instructed by the Commissioner 



69 

of Education as to how he must complete the remainder of the 
requirement for the credential he desires. The remaining counts 
referred to are to be secured by examinations in high school subjects 
as described below. 

6. Each principal shall certify only to the work actually done in 
his school. 

7. When a person has attended more than one high school a 
properly certified record, in duplicate, will be required from each 
school attended. 

8. Each application for a qualifying academic certificate, except 
in teaching, shall be accompanied by a fee of $2. 

9. Credit is not given at present toward a qualifying academic 
certificate for work done in an evening high school. 

EXAJUNATIONS FOR QUALIFYING CERTIFICATES 

Examinations in high school subjects are given to those who wish 
to secure a qualifying academic certificate and who either have no 
approved high school work which can be accepted or who have 
completed but a partial high school curriculum. 

These examinations are held twice a year, usually at the county- 
seats, the dates being the last three Saturdays of April and the 
first three Saturdays of November of each year. Exact information 
regarding the places of examinations may be obtained from each 
county superintendent of schools. The order of the examinations 
and the time given to each subject may be obtained from the Com- 
missioner of Education, Trenton, but permission to take these exami- 
nations must he secured from him. 

The scope of the work to be covered in each high school subject 
is the same as that in "approved high schools." 

The following is a schedule of the subjects and their respective 
academic counts. 

A total of 72 counts, 43 required, and 29 elective, is necessary as 
the legal equivalent of four years of work. 



70 



SCHEDUI-E OF SUBJECTS AND COUNTS 

Four Years 
Required Subjects — 43 Counts 



Counts 

English, third year 10 

English, fourth year 3 

Elementary Algebra to Quad- 
ratics 5 

Plane Geometry, five books 5 



Counts 

Two of the three sciences, Phys- 
ics, Chemistry and Biology. . 10 
American History with Civics. 5 
Ancient History, or Modem 
European History II 5 



Elective Subjects— 29 Counts 



Counts 
Any second year foreign lan- 
guage 10 

Any additional second year 
foreign language, namely: 
Latin, French, German, Span- 
ish, Italian 10 

Physics 5 

Chemistry 5 

Biology 5 

or 
Botany, 2^/^ counts, and Zo- 
ology, 2^/^ counts (must be 

taken together) 5 

Physical Geography 5 

Intermediate Algebra 2 

Advanced Algebra 3 

Solid Geometry 2 



Plane Trigonometry 2 

Ancient History 5 

Early European History 1 3 

Modem European History II.. 5 

English History 5 

Economics 2 

Commercial Arithmetic 2 

Elementary Bookkeeping and 

Business Practice 3 

Advanced Bookkeeping and Of- 
fice Practice 5 

Shorthand, 100 word test 10 

Drawing, first year 3 

Drawing, second year 6 

English, first year 3 

English, second year 6 

Physiology 2 



The following is an arrangement of subjects for those who must 
secure credit for one or two years of high school work. 



One Year 



Required — 8 Counts 

English, first year 3 

Elementary Algebra 5 

or 
Commercial Arithmetic and Ele- 
mentary Bookkeeping and 
Business Practice 5 



Elective — 10 Counts 

Ancient History 5 

Physical Geography 5 

English History 5 

Physiology 2 

Drawing 8 



Two Years 



Required — 16 Counts 

English, second year 6 

Plane Geometry 5 

Modem European History or 
Ancient History 5 



Elective — 20 Counts 

Any second year foreign lan- 
guage — Latin, French, Ger- 
man, Spanish or Italian 10 

Physical Geography 5 

Elementary Algebra 5 

Biology 5 

Commercial Arithmetic and Ele- 
mentary Bookkeeping and 
Business Practice 5 

Note: It is to be especially noted that the number of subjects 
and the counts given therefor toward a high school diploma of an 
approved school for a year of v^^ork in a high school bears no rela- 
tion whatever to the count values given a year of work or to the 
separate subjects included in any year of work when application 
is made for a qualifying academic certificate. 



DATES OF EXA3IINATIONS 



Examinations are held on the last three Saturdays of April and 
the first three Saturdays of November of each year. 

First Saturday Subjects 



Morning 

Counts 

First Stenography and Type- 
writing (100 words per 

minute) 10 

Elementary Bookkeeping and 

Business Practice 3 

English, third year 10 

Biology 5 

English, first year 3 

English, second year 6 



Afternoon 

Counts 
Advanced Bookkeeping and Of- 
fice Practice 5 

English, fourth year 3 

English History 5 

Solid Geometry 2 

Economics 2 



Second Saturday Subjects 



Morning 

Physical Geography 5 

Modern European History II . . 5 

Botany | must be taken X . . . 2V2 

Zoology I together y . . . 2% 

Physiology and Hygiene 2 



Afternoon 

Early European History 1 3 

Elementary Algebra 5 

Plane Trigonometry 2 

Advanced Algebra 3 



72 

Third Saturday Subjects 

Morning Afternoon 

Advanced U. S. History with Drawing, first year 3 

Civics 5 Drawing, second year 6 

Chemistry 5 Physics 5 

Latin, first year 5 German, second year 10 

French, second year 10 Spanish, second year 10 

Latin, second year 10 Plane Geometry 2 

Hebrew, second year 10 Italian, second year 10 

Greek, second year 10 Intermediate Algebra 2 

Ancient History 5 Commercial Arithmetic 2 



A twenty days notice for entering these examinations is required 
by the rules. 

No applicant will be admitted to the examination unless the privi- 
lege has been granted him by the Commissioner of Education. 

New Jersey examinations are not open to non-residents unless the 
privilege is specially granted by the Commissioner of Education. 

A fee of $5 must be paid by new applicants. Any applicant who 
fails three times in a subject must pay an additional fee of $3. Fees 
must be paid in cash, money order or certified check. 

Questions for academic counts will be printed on different colored 
paper from questions for teachers. 

The responsibility for using the right set of questions will rest 
with the applicant. 

The passing grade in each subject is 75 on a scale of 100. 

Candidates credited with biology cannot also be credited with 
botany and zoology, and vice versa. 

Candidates taking first and second year English will not receive 
full credit for third year English. Candidates taking third year 
English will not receive credit for separate examinations taken in 
first and second year English. 

SCHOOL LIBRARIES 

A recent law (chapter 186, P. L, 1914) transfers from the De- 
partment of Public Instruction to the New Jersey Public Library 
Commission the control of school libraries. In the administration 



7Z 

of the school libraries it is the earnest desire of the Commission to 
so coordinate the work of school and public libraries in those com- 
munities where both exist, that the duty of administration will rest 
upon the public library. 

The Commission is ready therefore to give to any community 
advice and instruction in establishing and administering public 
libraries; to aid those already existing; to aid schools in communi- 
ties that have no public libraries, in the organization and administra- 
tion of school libraries, and to respond, in so far as it is able, to any 
demands made upon it that look toward improving the selection of 
books to be read. 

The Commission has in its office in the State House many lists by 
authorities on a variety of subjects. These are free upon applica- 
tion. 

The United States, individual states, and some institutions provide 
for free distribution, or for a nominal charge, much material in 
pamphlet form that is valuable to schools for special occasions and 
to familiarize students with authoritative sources of information. 
Lists giving these sources can be secured from the Commission. 

The services of the Commission are entirely free, and its repre- 
sentative visiting a community does so at the expense of the State. 
Public libraries are "an integral part of public education" and 
they and the Commission are looking forward to this closer co- 
operation between schools and libraries with the expectation that it 
will result in more systematic and effective supervision of the read- 
ing of young people. 

It should be a prominent part of the purpose of all school library 
work to acquaint the pupil with public library resources, so that in 
after life, wherever he may be, he will feel at home in a public 
library and will naturally seek one when he is in need of informa- 
tion or recreation. In most schools this will be done by the teacher 
of English. 



74 

SOME SUGGESTIONS FOR THE ESTABLISHMENT AND ADMINISTRATION OF 
SCHOOL LIBRARIES 

1. In communities where there is a public hbrary the Hbrarian 
of the public library should have the opportunity to lecture to all 
first year high school pupils upon the organization and use of public 
libraries. This is best done in the public library to small groups of 
pupils. 

2. In communities not having public libraries, this can and should 
be done by a competent librarian or a representative of the New 
Jersey Public Library Commission. 

3. Small collections of books known as "class room libraries" may 
be borrowed from the public library and placed in grade class rooms. 
The selection of these books should be based on the subjects under 
discussion in the classroom, and should stimulate an interest in 
general reading. They should be changed frequently enough to keep 
them in touch with the pupils' interests, but not often enough to 
encourage superficial reading. Books, either fiction or non-fiction, 
that treat of the country studied by geography classes, the particular 
historical period under review in history classes, animal and nature 
stories, books of art, collections of poetry, stories of inventors and 
inventions, books discussing topics of the time, fun and adventure, 
will upon request be suggested by the local librarian, or by the New 
Jersey Public Library Commission. Pupils should be definitely in- 
formed that these books have come from the local public library 
and that they can be supplemented at any time by other books from 
the same source. 

4. It is desirable that local libraries and high schools cooperate in 
the establishment of high school libraries, as branches of public 
libraries. Such libraries should, if possible, be housed in the high 
school in a room large enough to accommodate several reading tables. 
The library room should be one of the most important in the building 
and can serve many of the purposes of a study room if it be properly 
equipped. The selection of books should be based primarily upon 
the reference needs of high school pupils and teachers and supple- 
mentary reading desired or required. Only such fiction as is helpful 
to classes in history and literature should be selected. The best 
magazines should be at hand for reference, in connection with cur- 



75 

rent events. A high school library should be administered as a 
branch of the public library and the librarian in charge should be 
one of the most competent members of the public library staff and 
in sympathy with the interests of young people. The high school 
library of the Girls' High School in Brooklyn, N. Y., has received 
national recognition and the general plan and spirit are excellent 
models for all high school libraries. 

5. High school libraries in districts where there are no public 
libraries can be established independently and the librarian should be 
a recognized member of the high school faculty holding a legal 
certificate for this particular work. In order to hold such a cer- 
tificate she should have had some training and experience in library 
work. Upon request, the Commission will give details of adminis- 
tering such libraries. 

6. It should be remembered that publishers do not always quote 
the lowest prices, and also that the choice of a bookbinder is a matter 
of importance. The Commission will furnish information concern- 
ing these matters. 

7. A bargain in book buying does not necessarily mean the lowest 
price. Some "cheap books" are found in the end to be the most 
expensive. Durability of binding, clearness and size of print, quality 
of paper, value of illustrations, general appearance of the book, and 
reliability of subject matter, are some of the points to be considered 
carefully in book buying. 

8. The attractiveness and the individuality of a book should not be 
destroyed by covering it. This does not preserve the book. Cleanli- 
ness and care in handling should be the rule, whether the book is 
covered or not. 

SOCIAL AND LITERARY ACTIVITIES 

The social life of a school may be made an important element in 
the training of young people, provided that it is kept in its proper 
relation to the main purposes of the school. Extra curriculum ac- 
tivities are to be regarded as supplementary, and must not be allowed 
to usurp too much of the energy and attention of pupils. To properly 
regulate these interests is the work of the principal or of some 
teacher appointed as the faculty director. Through societies, clubs 



76 

and associations pupils cultivate a spirit of team play, and by their 
own initiative many pupils gain valuable experience through the 
development of leadership. 

Interclass and interscholastic contests should have recognition, 
since they serve to take a class or school out of isolation. 

During the past few years much valuable experience has been 
gained by many schools in debating contests and such work is to be 
encouraged. 

The following list indicates some of the extra curriculum ac- 
tivities worthy of recognition: 
Literary Athletics 

Debating Interclass 

Dramatics ' Interscholastic 

School Paper Clubs 

Musical Household Arts and Science 

Orchestra Science 

Band Travel 

Glee Clubs Language 

Social Art 

Class Receptions and parties Wireless 

School party or picnic Co-operative School Government 

RULES AND REGULATIONS FOR ATHLETICS 

The following rules and regulations for athletics were approved 
by the round table of Superintendents of Northern New Jersey, 
in session at Montclair, April 12, 1916. 

1. The principal of every school shall be held to have ultimate re- 
sponsibility in all matters concerning interscholastic contests. 

2. The person responsible for the immediate training of a team shall 
be a member of the regular staff of the school or some other person 
directly responsible to the principal of the school. 

3. Every pupil who represents a school in any interscholastic contest 
shall be up to passing standard for the current term in work represent- 
ing not less than fifteen points. 

4. No pupil who is a graduate of a four-year secondary school course 
shall be eligible to represent any high school in interscholastic athletics. 

5. No pupil who has represented a secondary school (or schools) on 
any 'Varsity Team for four years shall represent a high school in inter- 
scholastic athletic contests. 



77 

6. No pupil who has registered, enrolled or matriculated in an institu- 
tion above the grade of a high school or who has played on a team of 
such an institution shall be eligible to represent a high school. 

7. The eligibility of all players in any particular contest shall be cer- 
tified by the principal, each team presenting to the others such certi- 
fied list before the contest is played. 

8. Every branch of interscholastic sport shall be xmder the control of 
a faculty athletic adviser. He or his representative shall be present at 
each contest. 

9. It shall be the i)olicy of each school to secure for all interscholastic 
contests neutral officials approved by both schools in advance. 

10. Contracts made by managers to play a game between two schools 
shall be approved in advance by a faculty representative of each school. 
Such contracts, with approval, shall be in writing. No cancellation shall 
be made without the mutual consent of the two schools. Violation of 
this rule shall involve a forfeit of $10 or other sum agreed upon in the 
contract 

RECOMMENDATIONS 

1. It is recommended that at the end of each season the athletic com- 
mittee (or similar body) in each school shall, upon the recommendation 
of the faculty adviser, award or refuse to award the school letter to the 
manager of the team whose season has just closed. 

2. It is recommended that schools limit football contests to one a week; 
baseball and basketball contests to two a week or less. 

3. It is recommended that no pupil shall be allowed to represent his 
own school and an outside organization in the same season. 



1. The enforcement of a higher standard of scholarship is left to the 
discretion of the individuP-1 schools. 

2. The interpretation of "passing grade" is left to the individual 
principals. 

3. The following practice is recommended : 

a. That "passing grade" be construed to mean up to grade for the 
entire current term through the Friday preceding the week of the contest. 

6. That in case of deficiency in studies the period of exclusion from 
participation in contests be for not less than one week and until such 
deficiency is made up and the conditions of Rule 3 are satisfied. 

c. That managers of teams be held to scholarship standards as are the 
members of the teams. 

For the information of principals, the following rules now in force in 
various New Jersey high schools are given: 



78 

"Members of teams must maintain a standing 5 per cent above the 
passing mark in 15 points of work or be excluded from participation in 
contests." 

"Members of teams are required to maintain a passing grade of 70 
per cent in 15 points of work and a passing grade of 60 per cent in all 
work." 

"Members of teams are required to maintain a passing grade in all 
studies." 

"A weekly report card is issued to all members of teams and to their 
managers. The status of each team member and of the manager is de- 
termined on Friday for the entire following week." 

SUGGESTIONS REGARDING HIGH SCHOOL GRADUATION 
EXERCISES 

In the spring of the year high school teachers and members of 
graduating classes turn their thoughts toward the closing exercises 
of the school. May it not be well to consider plans for making 
these exercises less expensive, less ostentatious and more truly repre- 
sentative of actual high school work? At the same time would not 
the democratic spirit which should pervade all public school activities 
tend thus to become more strongly emphasized? 

The growing tendency to imitate college customs has, in some 
cases, resulted in transforming simple high school graduating exer- 
cises into elaborate and showy "commencements." In such instances, 
expenses become so heavy that some pupils, and parents particularly, 
look ahead with considerable anxiety to the time of graduation, and 
to the monetary demands which the exercises make upon them. 

When the elaboration and extension of graduating exercises lead 
a girl to think that she must have more than one dress in order to 
be properly graduated, the question is often a serious one. It is not 
necessary that a girl's clothing should be cheap or inappropriate, but 
it should be such that no other pupil need be made to feel embarrass- 
ment because of a less expensive dress. 

While there is not so much probability of ostentation in the dress 
of boys, yet the general principle of simplicity and consideration for 
the circumstances of the entire class should be maintained. If this 
were done, pupils wearing formal evening dress would not be seen at 
high school functions. 



79 

In the exercises it is suggested that both essays and orations be 
upon subjects within the range of the pupils' interests and within 
their capacity to understand and interpret. It has been the experi- 
ence of many high school principals that essays and orations of the 
argumentative type are most pleasing to an audience and at the 
same time are most likely to be original with the pupil. The audi- 
ence at once becomes interested in the speaker and his point of view. 
All essays and orations upon profound subjects, remote in interest 
and encyclopedic in character, are extremely undesirable. Such 
exercises stand for no reality of school life and are liable to be mere 
semblances of wisdom and ability. 

Even if we ignore the heartaches produced by having some one 
seemingly belittled by wearing plain attire, even if we overlook the 
strain on the family purse to keep up appearances, and the burden 
which these exercises place on teachers and mothers, are we justified 
in sending out high school graduates under false pretenses of wis- 
dom or under a false impression of their importance and ability? 

The hiring of carriages for graduates is often an unnecessary ex- 
pense, and should be discouraged. Manifestly the use of the cap 
and gown, distinctly a college and university custom, has no place in 
connection with public school exercises. The practice of sending 
flowers and gifts to the graduation platform should be prohibited. 
Such tokens of interest and affection will have a greater value if 
given privately. 

It would probably be unwise for a board of education, or any other 
body, to take formal action in the direction of restricting a pupil's 
private expense for graduation ; but it does seem wholly in keeping 
with the democracy of our public school system, for school officers, 
teachers, parents, associations and women's clubs to do all possible 
toward creating and preserving in the community a sane and whole- 
some sentiment on this phase of graduation. The growing practice 
of having the pupils in the domestic art classes design and make their 
own graduation dresses is significant of the sentiment in some of the 
larger high schools. This movement is to be highly commended. 

Graduating exercises should be typical of the actual work done in 
the school and demonstrate the power developed in the pupils. Let 
the program show what the pupils are able to do themselves instead 



8o 

of what they do somewhat automatically at the suggestion of the 
teachers, through persistent drills. 

In small schools it is probable that all the graduates will have some 
part on the program, while in large schools this will not always be 
possible. When a selection has to be made it may be either on a 
basis of superior skill in speaking, or in such a manner as to represent 
the various activities of the school. 

There is a wide limit in the number of representative exercises 
which could be given at a graduation. The music could be furnished 
by the school orchestra without prolonged drill, rather than by a 
hired organization ; an exhibition could be given of what the pupils 
can accomplish in drawing by doing actual work in the presence of 
the audience ; statements may be made by pupils concerning the 
content of the various curricula offered in the school, or about some 
particularly interesting phase of a subject dealt with in class; 
experiments in physics and chemistry may be performed before the 
audience, with explanations and applications; the choral music may 
be by the high school glee club ; demonstrations from the school print 
shop could be given ; in fact, all the expressive activities of pupils 
might be brought into play to show how their powers have been 
developed. 

Tuskegee furnishes us an excellent suggestion of what a graduat- 
ing exercise may be for the type of school which offers opportuni- 
ties in vocational work and in practical arts. One student lays up a 
brick wall, another shingles a roof, another puts a tire on a wheel, 
etc. ; students present those exercises which represent permanent 
values, rather than those in which they are drilled for a special 
occasion. With the activities now found in many if not most of our 
high schools, surely something can be found which more truly repre- 
sents the real work of the school than mere verbal displays. 

Nevertheless, the public high school does stand for work in the 
field of history, literature, art and science, as well as in those phases 
of knowledge which have to do with merely getting on in the world. 
Wherever the former subjects can be truly represented in the gradu- 
ating program, there is a place for them. 

The following programs are representative of those used in recent 
years in some New Jersey high schools. 



8i 

PBOOBAM I 

h-ntrance March 

High School Orchestra 
Invocation 

Chorus— "Song of Spring" „ „ _ _ Arthur Pearson 

Experiments in Physics 

Two Boys 
Experiments in Domestic Chemistry 

Two Girls 

Chorus— "Softly Fall the Shades of Evening" ..„ __. Hatton 

German Play— "God Be Praised, the Table Is Set" 

iLispeth 
Heinrich 
Alfred 
Emma 
Ansdorf 
Kathrina 
Typewriting Contest 

Two Girls, Two Boys 
Original Lyric — "Narcissus and Echo" 
Chorus— "Go to Sleep, My Dusky Baby" (arranged from 

"Humoresque") .._ ^^^^^;^ 

Presentation of Picture to School on Behalf of the Class 
Presentation of Class for Graduation 

Principal 
Awarding of Diplomas and Certificates 
"America" 

(The audience is requested to stand and join in the singing of this 
hymn) 

„ . PKOGBAM n 

Processional 

High School Orchestra 
Invocation 
Chorus— "Laughter of May" 

Graduating Class 
Oration— "The Place of Science in the High School Course" 

Boy 
Essay— "How Our System of Student Government Operates" 

Girl 



82 

Chorus — "Fairy Song" ^ Shakespeare-Zimmermann 

School 
Oration— "Are Athletics Worth What They Cost?" 

Boy 
Essay— "What the High School Has Meant to Us" 

Girl 
Indian Cradle Song 

Girls' Glee Club, accompanied by the High School Orchestra 
Presentation of Class for Graduation 

Superintendent of Schools 
Awarding of Diplomas 
Benediction 
Finale — "Bridal Rose" _ Larahee 

High School Orchestra 

The consideration of the proper character of graduating exercises 
is of enough importance to demand our serious thought. It is a 
plain duty to represent our graduates before their parents and 
friends as they are. Further/jnore, we should allow nothing to inter- 
fere with the development of a truly democratic spirit both in our 
regular high school work and in the exercises which mark its for- 
mal close. 



BIBLIOGRAPHY 

Johnston, Charles H. and others. High School Education. 
Scribner, New York, 1912. $1.50 

Hollister, Horace A. High School Administration. Heath, Bos- 
ton, 1909. $1.50 

Brown, John Franklin. American High School. Macmillan, New 
York, 1909. $1.40 

Sachs, Julius. American Secondary School. Macmillan, New 
York, 1912. $1.25 

De Garmo, Charles. Principles of Secondary Education. 3 vols. 
Macmillan, New York. $1.25 

Button, Samuel T. & Snedden, David. Administration of Pub- 
lic Education in the United States. Macmillan, New York, 

$175 

Brown, E. E. Making of our Middle Schools. Longmans Green, 
New York. $1.75 

Ballou, F. W. High School Organization. World Book Com- 
pany, Yonkers, N. Y. 

Davis, C. O. High School Course of Study. World Book Com- 
pany, Yonkers, N. Y. 

Monroe, Paul. Principles of Secondary Education. Macmillan, 
New York 

Parker, S. C. Methods of Teaching in High Schools. Ginn, New 
York, 191 5 

Johnston, Charles H. Modern High School. Scribner, New York 

Hollister, Horace A. Administration of Education in a De- 
mocracy. Scribner, New York 

Judd, C. H. Psychology of High School Subjects. Ginn, New 
York, 1915 

Stout, John Elbert. The High School. Heath, Boston 

School Review, Monthly. University of Chicago, Chicago, $1.50 



83 



TEACHERS ASSOCIATIONS 

New Jersey State Teachers Association 

High School Department. Annual meeting held during 
Christmas week of each year. 
New Jersey High School Teachers Association 

Two meetings a year, May and December. 
New Jersey State Science Teachers Association 

Two meetings a year, spring and fall. Sectional meetings 
on call. 
Association of Teachers of English of New Jersey 

Three meetings a year, November, February and May. 
Association of History Teachers of the Middle States and Mary- 
land 

One meeting a year, spring, at different places. 
Association of Mathematics Teachers of New Jersey 

Two meetings a year ; dates fixed by council. 
Modern Language Teachers Association of New Jersey 

Two meetings a year, fall and winter. 
High School Commercial Teachers Association of New Jersey 

One meeting a year, in fall. 
Classical Association of the Atlantic States 

One meeting a year, spring. 



85 



J 



LIBRARY OF CONGRESS 

Illll* 

019 745 298 5 



